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Organizational transformation and change management


This course provides students with a comprehensive understanding of how organizations navigate transformation and manage change in today’s dynamic business environment. It offers an in-depth exploration of the classic and contemporary theories, frameworks, and research methods underpinning organizational transformation and change management. Students critically examine the drivers, dynamics, and outcomes of change within complex organizations, with particular attention to leadership, culture, and stakeholder engagement. By engaging with real- world cases and academic literature, students will build advanced capabilities to assess, design, and contribute to evidence-based change initiatives relevant to modern organizational challenges.

Course learning outcomes

Upon successful completion of this course, students will be able to:

  • Critically evaluate classic and contemporary change theories to determine their applicability and limitations in navigating modern organizational change.
  • Analyze the interplay between organizational culture, leadership, and power dynamics to identify the underlying drivers of resistance and transformation levers.
  • Synthesize complex case study data to diagnose why transformation efforts fail and propose strategic solutions.

Pierre-Auguste Renoir | The Skiff (La Yole) | NG6478 | National Gallery,  London

Step 1 – Understanding continuity and change

Discussion on the traditional opposition between stability and change, and that reminder that « into the same river you could not step twice » (Heraclitus). Insistance on the importance of routines when it comes to ontological security (Gidden (1991). Definition of organizational routines as practical accomplishments that can be sources of change through repairing, expanding and striving (Feldman, 1991).


Moneyball: An Unfair Game

« The Oakland Athletics of Major League Baseball have difficulty fielding competitive teams due to low revenue and owners who are reluctant to spend money. General manager Billy Beane drafts and develops cheap, young, and talented players, but the Athletics lose the 2001 American League Division Series (ALDS) to the New York Yankees, baseball’s richest and most successful team. For the 2002 season, Beane is given a paltry $41 million budget. Through free agency, three richer teams poach three of Beane’s best players: Jason Giambi, Johnny Damon, and Jason Isringhausen. Adding insult to injury, Giambi joins the Yankees. Beane is skeptical about traditional baseball scouting methods after the New York Mets drafted him in the first round of the 1980 draft—prompting Beane to decline a Stanford scholarship—only for Beane to have an unimpressive playing career » (Wikipedia)

Using Feldman’s (2000) categories of routine repairing, expanding and striving, unpack the tensions between Billy Beane and his team of scouts. Storytelling aside, who would you generally side with in these situations?


Change, field and pace

Why is change such a threat to the status quo? (Lewin, 1951). Unpacking the idea that « you cannot understand a system until you try to change » (Schein, 1996, p. 34). « It follows that there are two different types of change: one that occurs within a given system which itself remains unchanged, and one whose occurrence changes the system itself » (Watzlawick et al, 1974).

Distinction between Weick & Quinn’s (2000) continuous and episodic changes:

« The phrase ‘episodic change’ is used to group together organizational changes that tend to be infrequent, discontinuous, and intentional. The presumption is that episodic change occurs during periods of divergence when organizations are moving away from their equilibrium conditions. Divergence is the result of a growing misalignment between an inertial deep structure and perceived envi- ronmental demands. This form of change is labeled ‘episodic’ because it tends to occur in distinct periods during which shifts are precipitated by external events such as technology change or internal events such as change in key personnel » (Ibid, p. 365)

« The phrase ‘continuous change‘ is used to group together organizational changes that tend to be ongoing, evolving, and cumulative (…) The distinctive quality of continuous change is the idea that small continuous adjustments, created simultaneously across units, can cumulate and create substantial change. That scenario presumes tightly coupled interdependencies. When interdependencies loosen, these same continuous adjustments, now confined to smaller units, remain important as pockets of innovation that may prove appropriate in future environments » (Ibid., p. 375).


Moneyball: Locker room politics

« Beane tries to trade for the Cleveland Indians’ Karim García, but Cleveland refuses on the advice of team advisor Peter Brand, a Yale economics graduate who privately complains to Beane that Cleveland rarely takes his advice, and expresses a belief that baseball teams focus too much on individual players to have success. Intrigued, Beane asks whether Brand would have drafted him in 1980. After Brand reluctantly admits that he would not have drafted Beane until the ninth round, Beane hires Brand. Beane and Brand study sabermetrics, an unconventional scouting philosophy. Unable to afford more talented, expensive players, Beane and Brand focus on maximizing the team’s on-base percentage (OBP) and compromise on skills like base stealing, defense, and batting average. They acquire undervalued players like aging David Justice, injured catcher Scott Hatteberg, and submariner Chad Bradford. Beane fires head scout Grady Fuson, who refuses to abandon his traditional scouting methods. A poor start to the season prompts the media and the team to question Beane’s philosophy. Manager Art Howe, who is angling for a contract extension, disregards Brand’s advice to put the players with the best OBP at the top of the batting order » (Wikipedia)

Using the Weick & Quinn’s (1999) distinction between continuous and episodic change, identify the multiple roles played and the issue of divergence in objectives and discrepancies in paces. From your experience in these different roles, is anyone ‘in the wrong’ here?

Reminder that « there is no one ‘ideal model of an effectively functioning organization' » (Weick & Quinn, 1999, p. 370). There are more or less coherently integrated roles though:


Transformation, pace and scale

  • « Adaptive changes are small, incremental adjustments that organizations and managers make to adapt to daily, weekly, and monthly business challenges »
  • « Transformational change, on the other end of the spectrum, refers to changes that are typically much grander in scope than incremental, adaptive changes. Very often, transformational change refers to a dramatic evolution of some basic structure of the business itself—its strategy, culture, organization, physical structure, supply chain, or processes » (HBS)

John Kotter’s two cents:

« Well over 50% of the companies I have watched fail in this first phase. What are the reasons for that failure? Sometimes executives underestimate how hard it can be to drive people out of their comfort zones. Sometimes they grossly overestimate how successful they have already been in increasing urgency. Sometimes they lack patience: ‘Enough with the preliminaries; let’s get on with it.’ In many cases, executives become paralyzed by the downside possibilities. They worry that employees with seniority will become defensive, that morale will drop, that events will spin out of control, that short-term business results will be jeopardized, that the stock will sink, and that they will be blamed for creating a crisis.

A paralyzed senior management often comes from having too many managers and not enough leaders. Management’s mandate is to minimize risk and to keep the current system operating. Change, by definition, requires creating a new system, which in turn always demands leadership. Phase one in a renewal process typically goes nowhere until enough real leaders are promoted or hired into senior-level jobs » (Kotter, 2007, p. 5)


Before going further…

  • Read Kotter (2007) Leading Change – Why transformation efforts fail. Harvard Business Review.
  • Prepare the “Theranos” case study

Step 2 – Unpacking leadership and followership in the context of change

Understanding leadership as a collective phenomenon (Uhl-Bien et al, 2014) and shifting view from a leader-centric perspective to a leaderful practices one (Raelin, 2011). Unpacking the notion of followership and the importance of followers (Kelley, 1988). Definitions of destructive and unethical leadership (Howell & Avolio, 1992):

Charismatic leaders are celebrated as the heroes of management. By turning around ailing corporations, revitalizing aging bureaucracies, or launching new enterprises, these leaders are viewed as the magic elixir to cure organizational woes and change the course of organizational events. Charismatic leaders achieve these heroic feats by powerfully communicating a compelling vision of the future, passionately believing in their vision, relentlessly promoting their beliefs with boundless energy, propounding creative ideas, and expressing confidence in followers’ abilities to achieve high standards. Charismatic leaders are typically viewed as effective leaders: leaders who inspire extraordinary performance in followers as well as build their trust, faith, and belief in the leader. But is charisma a desirable force for leading an organization? While the virtues of charismatic leaders are extolled in the popular management press, and in a growing number of studies, the potential dark side of these leaders is often ignored (…)

Charisma can lead to blind fanaticism in the service of megalomaniacs and dangerous values, or to heroic self-sacrifice in the service of a beneficial cause. An awareness of this risk is missing from most of the current popular writings on charismatic leadership, which may be interpreted by executives and managers as an unqualified recommendation of such leadership. In this article, we argue that rather than dismiss charisma on the grounds of its associated risks, we need to understand the differences between ethical and unethical charismatic leaders so managers can make informed decisions about recruiting, selecting, and promoting their future organizational leaders who will pursue visions that benefit their organizations rather than simply building their own power base at the expense of the organization.


Theranos case study

  • Regardless of the Theranos scandal, what are your thoughts on Elizabeth Holmes’ following statement? « This is what happens when you work to change things, and first they think you’re crazy, then they fight you and then all of a sudden you change the world
  • Was Elizabeth Holmes a charismatic leader? If so, was she an ethical one? If not, were there red flags the public (or journalists) could have detected?
  • Based on the answers of Elizabeth Holmes in the following interview, how do you consider the intermeshing of leadership, responsibility and accountability?

Why transformation effort fail? (Kotter, 2007)

  • Error 1: Not Establishing a Great Enough Sense of Urgency

« Well over 50% of the companies I have watched fail in this first phase. What are the reasons for that failure? Sometimes executives underestimate how hard it can be to drive people out of their comfort zones. Sometimes they grossly overestimate how successful they have already been in increasing urgency. Sometimes they lack patience » (p. 5)

  • Error 2: Not Creating a Powerful Enough Guiding Coalition

« Because the guiding coalition includes members who are not part of senior management, it tends to operate outside of the normal hierarchy by definition. This can be awkward, but it is clearly necessary. If the existing hierarchy were working well, there would be no need for a major transformation. But since the current system is not working, reform generally demands activity outside of formal boundaries, expectations, and protocol » (p. 7)

  • Error 3: Lacking a Vision

« In failed transformations, you often find plenty of plans, directives, and programs but no vision. In one case, a company gave out four-inch-thick notebooks describing its change effort. In mind-numbing detail, the books spelled out procedures, goals, methods, and deadlines. But nowhere was there a clear and compelling statement of where all this was leading. Not surprisingly, most of the employ- ees with whom I talked were either confused or alienated. The big, thick books did not rally them together or inspire change. In fact, they probably had just the opposite effect » (p. 7)

  • Error 4: Undercommunicating the Vision by a Factor of Ten

« Transformation is impossible unless hun- dreds or thousands of people are willing to help, often to the point of making short-term sacrifices. Employees will not make sacrifices, even if they are unhappy with the status quo, unless they believe that useful change is possible. Without credible communication, and a lot of it, the hearts and minds of the troops are never captured » (p. 8)

  • Error 5: Not Removing Obstacles to the New Vision

« Communication is never sufficient by itself. Renewal also requires the removal of obstacles. Too often, an employee understands the new vision and wants to help make it happen, but an elephant appears to be blocking the path. In some cases, the elephant is in the person’s head, and the challenge is to convince the individual that no external obstacle exists. But in most cases, the blockers are very real » (p. 9)

  • Error 6: Not Systematically Planning for, and Creating, Short-Term Wins

« Real transformation takes time, and a renewal effort risks losing momentum if there are no short-term goals to meet and celebrate. Most people won’t go on the long march unless they see compelling evidence in 12 to 24 months that the journey is producing expected results. Without short-term wins, too many people give up or actively join the ranks of those peo- ple who have been resisting change (…)

Creating short-term wins is different from hoping for short-term wins. The latter is pas- sive, the former active. In a successful transformation, managers actively look for ways to ob- tain clear performance improvements, establish goals in the yearly planning system, achieve the objectives, and reward the people involved with recognition, promotions, and even money » (p. 9)

  • Error 7: Declaring Victory Too Soon

« Instead of declaring victory, leaders of successful efforts use the credibility afforded by short-term wins to tackle even bigger problems. They go after systems and structures that are not consistent with the transformation vision and have not been confronted before » (p.10)

  • Error 8: Not Anchoring Changes in the Corporation’s Culture

« change sticks when it becomes “the way we do things around here,” when it seeps into the bloodstream of the cor- porate body. Until new behaviors are rooted in social norms and shared values, they are subject to degradation as soon as the pressure for change is removed » (p.10)


Moneyball: Explaining the numbers

How does Kotter’s (2007) considerations apply to Billy Bean’s approach to transforming the Oakland Athletics? What did he do right so far that you wouldn’t have done yourself? What mistakes did he do that you genuinely think you would have avoided? What should he do next?


Next steps:

  • Read Garvin & Roberto (2007) Change through persuasion. Harvard Business Review
  • Prepare the “Ballet de Paris” case study

Step 3 – Navigating power and resistance in change politics

Reminder of Kurt Lewin’s social field perspective (Lewin, 1951) and illustration with the case of the APA.


Power and politics in organizations


The « Ballet de Paris » case study

  • Group 1: Using Kotter’s (2007) framework, analyze the errors, and strenghts, of Benjamin Millepied’s approach to transforming the POB. What could he have done differently or better? Evidence the relevance of your answer based on details of the case and be as concrete as possible (avoid wishful thinking).
  • Group 2: Using Garvin & Roberto’s (2007) framework, explain why Benjamin Millepied failed, or succeeded, to persuade actors in the POB to change. What could he have done differently or better? Evidence the relevance of your answer based on details of the case and be as concrete as possible (avoid wishful thinking).
  • Group 3: Using Kegan & Laskow Lahey’s (2007) framework, explain why some POB actors refused his attempts at changing the organization. What could he have done differently or better? Evidence the relevance of your answer based on details of the case and be as concrete as possible (avoid wishful thinking).

Ontological security

Giddens (1991) Modernity and Self-Identity – Chapter 2

The chaos that threatens on the other side of the ordinariness of everyday conventions can be seen psychologically as dread in Kierkegaard’s sense: the prospect of being overwhelmed by anxieties that reach to the very roots of our coherent sense of `being in the world’. Practical consciousness, together with the day-to-day routines reproduced by it, help bracket such anxieties not only, or even primarily, because of the social stability that they imply, but because of their constitutive role in organising an `as if’ environment in relation to existential issues. They provide modes of orientation which, on the level of practice, `answer’ the questions which could be raised about the frameworks of existence. It is of central importance to the analysis which follows to see that the anchoring aspects of such `answers’ are emotional rather than simply cognitive (…)
What creates a sense of ontological security that will carry the individual through transitions, crises and circumstances of high risk? (…)

The sustaining of life, in a bodily sense as well as in the sense of psychological health, is inherently subject to risk. The fact that the behaviour of human beings is so strongly influenced by mediated experience, together with the calculative capacities which human agents possess, mean that every human individual could (in principle) be overwhelmed by anxieties about risks which are implied by the very business of living. That sense of `invulnerability’ which blocks off negative possibilities in favour of a generalised attitude of hope derives from basic trust. The protective cocoon is essentially a sense of `unreality’ rather than a firm conviction of security: it is a bracketing, on the level of practice, of possible events which could threaten the bodily or psychological integrity of the agent. The protective barrier it offers may be pierced, temporarily or more permanently, by happenings which demonstrate as real the negative contingencies built into all risk. Which car driver, passing by the scene of a serious traffic accident, has not had the experience of being so sobered as to drive more slowly — for a few miles — afterwards? Such an example is one which demonstrates — not in a counterfactual universe of abstract possibilities, but in a tangible and vivid way — the risks of driving, and thereby serves temporarily to pull apart the protective cocoon. But the feeling of relative invulnerability soon returns and the chances are that the driver then tends to speed up again (…)

All individuals develop a framework of ontological security of some sort, based on routines of various forms (…) Since anxiety, trust and everyday routines of social interaction are so closely bound up with one another, we can readily understand the rituals of day-to-day life as coping mechanisms. This statement does not mean that such rituals should be interpreted in functional terms, as means of anxiety reduction (and therefore of social integration), but that they are bound up with how anxiety is socially managed.

Les organisations sentinelles face à la crise climatique

9h : Accueil et lancement de la journée (Yoann Bazin)

9h15-10h45 : La sentinalité, contours conceptuels

  • Les organisations sentinelles, une définition (Emmanuel Bonnet et Diego Landivar) A lire
  • La sentinalité, une notion extensive ? (Frédéric Keck) A lire
  • La sentinalité, une perspective épistémique (Bastien Marchand)

11h00-12h30 : Les sentinelles, explorations empiriques

  • L’érosion de la bande côtière (Benjamin Taupin)
  • Le Grand Bornand (Matthieu Battistelli, Florentin Moenne-Loccoz& Rémi Ardiet)
  • Quand l’Anthropocène fait irruption dans les organisations culturelles (Mathilde Gouteux) 
  • Se trouver incompatible avec les limites planétaires, une stratégie sentinelle ? (Fanny Argoud)

14h-15h15 : De la citadelle à la sentinelle, quels outils stratégiques ?

  • L’ambidextrie : exploiter l’existant en explorant des alternatives radicales (Jérôme Tougne)
  • Les interdépendances socio-écologiques à l’assaut de la citadelle (Camille Jonchères)
  • L’action robuste : construire des alliances sentinelles dans des citadelles (Yoann Bazin)

15h30-17h : Atelier

  • Construire les explorations à venir de la  sentinalité

CRM2 – 25-26 – Design de la recherche

S1 – 12/01 (9h30-12h30) – Introduction

S2 – 19/01 (9h30-12h30) – Design

  • Présentation des articles étudiés
    • Évaluation : Présentation du design d’un article choisi (question de recherche, cadre conceptuel, méthodologie, résultats et contributions) en 5 minutes (10 max) avec un bonus pour les éventuelles détections d’incohérences dans l’architecture d’ensemble.

S3 – 26/01 (9h30-12h30) – Mémoires

  • Analyse d’un article CEROS
    • A envoyer par mail en PDF la veille du cours
    • Un texte présentant le design de la recherche (1 page word)
      • Ton à la fois ‘journalistique’ et ‘académique’
      • Doit intégrer au moins 5 citations (avec référence précise, i.e. page)
    • Un schéma de synthèse du design (1 diapositive ppt)
      • Articulation de l’ensemble des éléments du design
      • Pas de capture d’écran des schémas présents dans l’article ! Si vous souhaitez utiliser le(s) schéma(s) existant(s) il faut le(s) refaire et le(s) intégrer au reste du design.
  • Mémoire :
    • Bilan des avancées depuis la réunion de décembre
    • Présentation du design de la recherche du mémoire
    • Rétroplanning

S4 – 02/02 (9h30-12h30) – Conférence

Les articles à analyser

CRM1 – 25-26 – Problématisation

Évaluations

  • Texte de 2 pages
    • Reformulez votre problématique à partir d’un des modes de problématisation présentés en cours (Conceptualisation, Généalogie, Politisation, Scepticisme, Complexification, cf S2 du 12/01 : diapositive 11 et suivantes)
    • Expliquez pourquoi vous avez choisi ce mode plutôt qu’un autre
    • Faites le point sur votre avancement (en particulier la revue de littérature)
    • Proposez un rétro-planning de l’ensemble du travail restant jusqu’à la deadline
  • Date de rendu
    • Lundi 16 février
    • en PDF à : ybazin@parisnanterre.fr

S1 – 06/01 (13h30-16h30) – Problématisation (1)

S2 – 12/01 (13h30-17h30) – Problématisation (2)

S3 – 12/01 (18h30-20h30) – Conférence

S4 – 22/01 (12h30-15h30) – Conférence

S5 – 02/02 (13h-19h) – Conférence

S6 – 25/02 (9h30-16h30) – Atelier avec des consultants

  • Ibrahima Fall, Président de l’Institut du Travail Réel (anciens postes : Président chez Eurogroup Consulting)
  • Ken Rosa-Arsene, Senior manager à Capco (anciens postes : Consultant chez Julhiet Sterwen et Eurogroup)

MSI2 25-26 – Stratégie

STRUCTURE DU COURS

Évaluation

  • Participation (20%)
    • Préparation des travaux demandés
    • Présence et participation pendant le cours
  • Contrôle continu (30%)
    • 2 présentations de 15-20 minutes en groupe, sans notes
    • Premier et second niveaux d’analyse
    • sur la base d’une note de recherche de 2 pages qui doit être envoyée 3 jours avant la présentation
  • Dossier final (30%)
    • Un essai final reprenant les différentes recherches et analyses
    • 2,500 mots (+/-10%)
    • Envoyé en PDF à ybazin@parisnanterre.fr
    • Troisième niveaux d’analyse
      • L’analyse doit reprendre l’ensemble des lectures et recherches des niveaux précédents
      • Elle doit également intégrer les retours faits en classe et en ligne
      • L’essai devra intégrer au moins 10 citations sur le cas étudié (en mentionnant la source, l’auteur, l’année de publication et la page) et 10 citations venant des sources académiques (avec la même précision).
      • Date butoir : le 8 mars

S1 – Penser stratégiquement (07/01)

S2 – Saisir des opportunités (21/01)

S3 – Gérer ses parties prenantes (27/01)

S4 – Vivre ses valeurs (04/02)

S5 – Le cas Lafarge (10/02)

  • 13h30-14h30 : Retour sur l’affaire Boussac avec Thomas Grandjean
  • 14h30-15h30 : Présentations sur le cas Lafarge
    • Groupe 1 : L’engrenage de Lafarge en Syrie
    • Groupe 2 : Les employés syriens
    • Groupe 3 : Les responsabilités
    • Groupe 4 : Belloubet et al (2024) sur le risque pénal des entreprises françaises pour violation des droits humains à l’étranger (Introduction pp. 7-10 et 1.3.1 pp. 22-29)
    • Groupe 5 : Le procès en cours
  • 15h30-16h : Le cas Lafarge
  • 16h-16h30 : Le programme de demain
  • Fichiers :

S6 – Surprise ! (11/02)

Groupes de travail

Climate fiction

Step 1 – Carbon Diaries

  • Summarize the first 3 months of Carbon Diaries, both at individual levels (Laura, her family, her friends and neighbours) and institutional levels (country, regulation, city, etc.)
  • Sources: Lloyd (2008) Carbon Diaries

Step 2 – The Ministry for the Future

  • Read the first 20 chapters of Kim Stanley Robinson’s Ministry for the Future.
  • What triggered the creation of the Ministry for the Future? Emphasize the climate crisis and political turmoil that preceded its creation.
  • What is its status and legal foundation? How does it operate?
  • What are the first challenges it faces?

Final integration

  • What are the potential futures imagined in science fiction in terms of climate change and humanity’s strategies to adapt? Gather all the quotes in the chapters related to practices of counting, accounting and accountability:
    • Counting: What is counted exactly in these novels? What counts (in the sense of being important and relevant)? What are the units of measurement and the tools/techniques used to count?
    • Accounting: Which systems that are using these counting and measurements? Which authorities and stakeholders are involved in them? Who controls and audits if the counting and measures are accurate?
    • Accountability: How are stakeholders judged based on these practices of counting and accounting? How is one considered responsible or guilty? What are the consequences?
  • Sources:
    • Lloyd (2008) Carbon Diaries, Chapters “January”, “February”, and “March”
    • Robinson (2020) The Ministry for the Future, Chapters 1, 2, 3, 4, 8, 9, 15, 16, 20
    • Callenbach (1975) Ecotopia, Introduction and Chapters “William Weston on his journey to Ecotopia”,  “Crossing the ecotopian border”, “The streets of ecotopia’s capital”, “Food, sewage and stable states”, “In Ecotopia’s big woods”, and “Workers’ control, taxes and jobs in Ecotopia”

Step 3 – Unpacking accounting

H&M2 25-26 – Stratégie

STRUCTURE DU COURS

Évaluation

  • Participation (20%)
    • Préparation des travaux demandés
    • Présence et participation pendant le cours
  • Contrôle continu (30%)
    • 2 présentations de 15-20 minutes en groupe, sans notes
    • Premier et second niveaux d’analyse
    • sur la base d’une note de recherche de 2 pages qui doit être envoyée 3 jours avant la présentation
  • Dossier final (30%)
    • Un essai final reprenant les différentes recherches et analyses
    • 2,500 mots (+/-10%)
    • Envoyé en PDF à ybazin@parisnanterre.fr
    • Troisième niveaux d’analyse
      • L’analyse doit reprendre l’ensemble des lectures et recherches des niveaux précédents
      • Elle doit également intégrer les retours faits en classe et en ligne
      • L’essai devra intégrer au moins 10 citations sur le cas étudié (en mentionnant la source, l’auteur, l’année de publication et la page) et 10 citations venant des sources académiques (avec la même précision).
        • NB : Groupe 6 ici et Groupe 7 .
    • Date butoir : le 15 décembre

S1 – Penser stratégiquement (20/10)

S2 – Faire face à l’incertain (22/10)

S3 – Opportunités et parties prenantes (03/11)

S4 – Explorer ou exploiter ? (17/11)

S5 – Vivre ses valeurs (20/11)

S6 – Bluff et action robuste (27/11)

Groupes de travail

Grocery bag case study

« Which grocery bag? » Assignment:

  • Read the 2018 “Life Cycle Assessment of grocery carrier bags” report of the Ministry of Environment and Food of Denmark (Environmental Project n°1985). Pay particular attention to the life cycle of bags and the different End-of-life scenarios
  • Compare the results between traditional (LDPE), solid recycled (PET), compostable (biopolymer), paper and cotton bags. Make a recommendation to a supermarket chain who is looking to redesign its carrier bag offer. Justify which impact categories you include, the end-of-life scenarios and the calculation.
  • Conclude with recommendations on how to communicate about the new strategy with the different stakeholders (customers, employees, board, NGOs, press)

Life Cycle Assessment of grocery carrier bags (Ministry of Environment and Food of Denmark, 2018)