Building ability and motivation to take carbon reduction action through carbon literacy learning

Background and industry context

HS2 Ltd has set challenging carbon reduction targets^[1] and is working collaboratively with supply chain partners to minimise the carbon footprint of HS2 towards a goal of net zero carbon emissions^[2]. Key targets include:

• Net zero for HS2 Ltd corporate activities by 2025;
• 50% reduction in carbon emissions by 2030;
• 100% zero carbon electricity to power trains; and,
• net zero construction and operation from 2035

Achieving HS2’s carbon reduction objectives requires a transformative shift in how HS2 Ltd and its wider value chain thinks, behaves and acts on carbon. It requires the buy-in of everyone whose mindset, commitment and actions are vital to achieving a step change. Creating large-scale shared ownership of carbon reduction and building the capability to effectively and efficiently deliver is key.

Training is a vital tool for driving and sustaining cultural change. It provides the knowledge, skills and support necessary for individuals to adopt new behaviours and practices. Through effective training programs, organisations can communicate the vision for change, develop the required competencies and build a cohesive and adaptable workforce committed to the new culture.

Approach

In 2020, HS2 Ltd partnered with The Carbon Literacy Project (CLP) to initiate and develop Carbon Literacy training – a day’s worth of relevant climate change learning that leads to positivity and action towards reducing carbon emissions. Figure 1 shows CLP credentials and figure 2 outlines the journey requirements.

Key reasons for partnering with CLP included:

1. It is globally unique and was recognised as such by the UN at COP21 where it was awarded as a TAP100, one of 100 worldwide Transformative Action Programs.
2. The Carbon Literacy Standard^[5] blends ‘core’ content and approaches (enabling consistent values and quality across all training) with ‘customised’ content and approaches (maximising local and specific relevance to learners).
3. Learners who have completed Carbon Literacy learning can be certified as ‘Carbon Literate’.
4. Organisations that have a Carbon Literate workforce can be accredited by CLP as a ‘Carbon Literate Organisation’.

HS2 Ltd’s Carbon Literacy learning content and approach – 7 x 30 minutes e-learning modules and a half day virtual workshop – was developed by the HS2 Carbon Team, supported by Talent and Development colleagues. The learning content and approach was criteria-checked against the Carbon Literacy Standard – and approved – by the Carbon Literacy Project before being rolled out across HS2.

Outcomes

The HS2 Board and Executive Leadership Team (ELT) were an immediate priority audience for Carbon Literacy learning. In February 2021, HS2 Ltd brought the HS2 Board and ELT together with senior leaders (e.g., Programme Directors) from strategic suppliers (e.g., Balfour Beatty VINCI JV and Skanska Costain Strabag JV) to complete Carbon Literacy learning. Attendees were successfully certified as being Carbon Literate by the CLP and in March 2021 HS2 Ltd was awarded Carbon Literate Organisation ‘Bronze’ by the CLP.

The learning has since been made available to all levels and disciplines within HS2 Ltd. To date over 500 colleagues have been certified as Carbon Literate. In March 2023 HS2 Ltd achieved Carbon Literate Organisation ‘Silver’, with over 15% of the workforce certified as Carbon Literate.

HS2 Ltd’s Carbon Literacy resources have been shared with supply chain partners to support them in developing their own programmes of learning. Additionally, Carbon Literacy has been delivered to stakeholders from Department for Transport and a programme of ‘Carbon Literacy for Rail’^[6] has been created in partnership with rail industry colleagues and supported by the Rail Safety Standards Board (RSSB).

The training programme has inspired attendees to take greater levels of accountability for carbon reduction, with ownership for carbon reduction cascading out with the central HS2 Carbon Team. It is also enabling and empowering local leadership and active participation, with over 1,000 – individual and group – carbon reduction pledges committed by HS2 colleagues.

Learnings and recommendations

Recognise the pros and cons of different learning methods when designing delivery

There are pros and cons of different delivery approaches. E-learning allows learners to proceed at their own convenience and pace, it is well suited to delivering Carbon Literacy rapidly at scale. However, keeping e-learning up-to-date and relevant can be burdensome. Workshops are resource intensive, but they bring people together – even if virtually – providing opportunity for climate conversations that would not be possible if solely delivered through e-learning. Workshops also provide opportunity to introduce new information, which is beneficial given the continuous evolution of climate science, net zero policy and climate change mitigation solutions.

Discipline specific learner cohorts (e.g. procurement team) can create focus to drive meaningful action. Multi-disciplinary learner cohorts bring benefit by creating opportunity to establish new connections, providing diversity of thought and promoting cross-function collaboration, critical to achieving meaningful carbon reduction at pace and scale.

Be mindful that some learners may experience climate anxiety – the sense of fear, worry or tension linked to climate change. Avoid questioning lifestyle ‘choices’ – which are influenced and largely limited by the social, economic and environmental conditions in which individuals live. Emphasise the things that can be done as opposed to the things that cannot. Training that is positively framed is more effective in changing behaviour than training that is not.

Involve others

Take the opportunity to involve others. Establish a network of trainers and facilitators to build capacity to deliver learning. Aim for diversity. We all have a role to play, and training is most trusted when delivered by someone who is similar to the learner.

There is also benefit to be had in involving stakeholders from outside your organisation in Carbon Literacy. For example, bringing senior leadership from supply chain partners together with HS2 ELT and Board was powerful in securing common understanding and collective commitment to work in partnership towards HS2’s carbon reduction objectives.

Create opportunity for engagement and action beyond Carbon Literacy

Colleagues want to learn more about climate change, are enthusiastic about responding positively and willing to act – but often do not know how to meaningfully do so. Carbon Literacy responds to this. Making Carbon Literacy part of a wider campaign or programme of activity can help to harness this enthusiasm and coordinate action. For example, HS2 Ltd established a Green Network which runs regular events to showcase innovations, promote carbon learning, encourage volunteering and support people to make personal changes. Members range from brand new apprentices to the Executive team, everyone is welcome to join.

Conclusion

Achieving HS2’s carbon reduction objectives requires a transformative shift in how HS2 Ltd and its wider value chain thinks, behaves and acts on carbon. HS2 Ltd’s partnership with CLP to initiate and develop Carbon Literacy training – a day’s worth of relevant climate change learning that leads to positivity and action towards reducing carbon emissions – has been key to demonstrate leadership and build capability. HS2 Ltd has achieved Carbon Literate Organisation ‘Silver’, with over 500 HS2 colleagues certified as Carbon Literate – including members of the ELT and Board.

This paper shares lessons learned and the following recommendations for others;

1. recognise the pros and cons of different learning methods when designing delivery;
2. involve others; and,
3. create opportunity for engagement and action beyond Carbon Literacy.

Additionally, HS2 Ltd’s Carbon Literacy e-learning resources are made available alongside this paper.

Acknowledgements

The authors would like to acknowledge all those involved in developing and delivering Carbon Literacy, in particular the HS2 Carbon and Talent and Development teams, HS2 Engineering Delivery Partner colleagues and The Carbon Literacy Project. Gratitude is also extended to the hundreds of HS2 colleagues that have enthusiastically participated in Carbon Literacy and committed to take carbon reduction action.

References

1. High Speed Two Limited (HS2 Ltd.). Net Zero Carbon Plan Birmingham: HS2 Ltd.; 2022. [cited 2024 Feb 16].
2. High Speed Two Limited (HS2 Ltd.). Environmental Policy Birmingham: HS2 Ltd.; 2017 . [cited 2024 Feb 16].
3. The Carbon Literacy Project (CLP). About us Manchester: CLP; 2024 [cited 2024 Feb 16].
4. The Carbon Literacy Project (CLP). Become a CLO Manchester: CLP; 2024 [cited 2024 June 12].
5. The Carbon Literacy Trust. Carbon Literacy Standard. Version 2.5. Manchester: The Carbon Literacy Trust. 2018.
6. Rail Safety Standards Board (RSSB). Carbon Literacy for Rail [Internet]. London: RSSP; 2023 [cited 2024 Feb 16].

Supporting materials

PDF versions of the HS2 Carbon Literacy e-learning modules are provided alongside this paper. (NB modules 6and 7 are specifically for individual reflection and to encourage making pledges. They are very organisation specific and hence should be developed by individual organisations so not included here)

HS2 Carbon Literacy Training Module One

HS2 Carbon Literacy Training Module Two

HS2 Carbon Literacy Training Module Three

HS2 Carbon Literacy Training Module Four

HS2 Carbon Literacy Training Module Five