Textbook 5 – Innovation, creativity and option generation

5 – Background Material
5 – Textbook: Innovation and creativity,
option generation
In many fields, technical or economic as well as personal, problems may
arise which require solutions that go beyond commonly acknowledged
experience. Such problems need innovative solutions which can only be
found by creative thinking. Many people believe that creativity is an innate
personal trait but, in fact, it can be learned and trained. A number of
training courses and exercises can help to discover and enhance the
creative potential of employees or even a company as a whole! In Volume
5 “Innovation, creativity and option generation” of the Toolkit you will learn
how to apply these techniques in order to find new and efficient CP
options.
Creativity is not an isolated part of our thinking. It is not a luxury which
only artists can afford. Creativity is such a central part of our thinking that
it exists in all areas. All definitions of creativity stress the novelty of ideas –
the qualitative aspect – and the abundance of ideas – the quantitative
aspect. Creative thinking can thus also be defined as the ability to bring
something new into being, something that did not exist before. In this
sense creativity has to go beyond previous experience and to revolutionize
in a certain way.
The aim of this volume is to foster the individual creativity and the creative
potential in each of us by stimulating a creative, open-minded mentality. It
introduces different creativity techniques as well as methods of idea and
option generation and provides an overview of the most common thinking
barriers together with possible ways of overcoming them. Furthermore the
process of creative thinking in general and the generation of innovative
solutions for companies in particular are described.

5.1 The precondition of creativity

In addition to day-to-day business, a company has to face the challenge of

finding and introducing new products. During the last few years, this
classical product innovation has been extended to service innovation.
Product innovation and service innovation both arise from ideas developed
in a systematically designed idea generation process.
Whereas years ago innovation was often a product of coincidental findings
(a striking example are the “post-its” which were invented because the
Special innovation newly developed glue was not strong enough), nowadays especially big
teams companies have set up innovation teams which are responsible for the
targeted development of new ideas, products and services.
Ideas are born when people who are looking for a new way of solving a
problem intellectually break new ground. This requires a high degree of
creativity. In the following a summary of the most accepted definitions of
creativity is provided.

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 Textbook 5 – Innovation, creativity and option generation

Definitions of
Creativity can be defined as the ability to generate new

creativity ideas in order to find the most practicable solution for
problems.

Creativity is not limited to a few. Each person has a more or
less high creative potential. So far, the problem has been
that this creativity was neither trained nor fostered.

Every innovation requires a creative strategy which, in turn,
uses creative thinking as an evolutionary variable and
successfully introduces innovations as an impulse for social
change.

Creative solutions involve not necessarily entirely new
inventions but often combine already known, but not yet
linked elements. Creativity thus summarizes and
restructures knowledge by establishing new relations and
connections.

5.2 Creativity and the thought processes

Usually we distinguish between convergent and divergent thinking. While

convergent thinking is a fixed, narrow but also very structured and logical
way of thinking, divergent thinking is a free, disordered and imaginative
way of thinking which cannot be followed logically. Productive creativity
could be called “controlled divergence”. Creative thinking is a type of
divergent thinking which is adapted to reality. Creativity is a synthesis of
divergent and convergent thinking.
The creative process starts with a logical sequence, in which the problem is
analysed in a rational way (convergent). On the one hand the problem and
the solution are considered from all possible points of view, on the other
hand people go beyond their usual behavioural patterns. The second stage
could be described as the creative process itself. This stage is characterized
by the transfer from the rational to the intuitive-creative level (convergent).
Hence it follows that convergent and divergent thinking do not stand in
contrast to each other but that they complement each other. Creative
problem solving involves summarizing and restructuring partial systems
Creativity and
which per se do not fit together. Thus the idea that scientific progress can
brain research
only be achieved by logical thinking is considered obsolete today. (Einstein
could never have put forward his theory of relativity in this way!)
In this context, a short digression to brain research is appropriate.
Researchers distinguish between the right and the left hemisphere of the
brain which have different functions. While the left half is responsible for
logical, target-oriented and sequential thinking as well as for language, in
other words for the analytical part of our thinking, the right hemisphere is
in charge of simultaneous, visual, rhythmic, holistic and networked
thinking, in short for creativity.

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5.2.1 Stages of creative problem solving

Problem Idea Evaluation/

Problem-
identification generation /assessment Realization
analysis

Abstraction
Aggregation Review

Figure 1: Creative thought process

Figure 1 shows the schematic sequence of a creative thought process. First
the problem is identified and then analysed. For the problem analysis the
thoughts are concentrated on the actual problem. At this stage we
generally use logical and systematic (convergent) thinking. After having
recognized and analysed the problem, we enter the stage of the actual
creative idea generation process. We leave the concrete level and abstract
the problem (divergent thinking) opening our mind in order to find
solutions. Next a stage of strict convergent thinking follows: all ideas are
evaluated and assessed undergoing a strict critical review (strict convergent
thinking).
This whole thought process can also be defined as divergence with
controlled convergence and is characterized by the connection between
open imagination and strictness of logical conclusions. If the last step is
omitted, the process is not properly finished and the necessary conclusion
cannot be drawn. It is important to distinguish between the different
stages and to know at which stage you are at the moment, as a person
cannot think in a divergent and convergent way at the same time.
The pattern described above applies to nearly every process of creative
thinking, regardless whether it is performed by an individual person or a
group. For more complex problems or for bigger companies it can make
sense to set up separate groups for each stage with carefully chosen
members, for example, there could be an analysis group, an idea-
generation group, an assessment group and a realization group.

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5.2.2. Where are creative ideas generated?

Surveys have established that about 75% of all new ideas are generated
externally and not in the company. The following table provides more
detailed information:

Workplace 4%
Break 3%
Exhausting meetings 6%
Boring meetings 10%
Using creativity techniques 1%
About 75% of Business trips 11%
all new ideas
Holidays 13%
are not
generated in Hobbies and games 4%
the company Meals 4%
Watching TV 5%
Bath 1%
Sports 5%
Club 4%
Nature 28%
Other places 1%

Inside the company

Outside the company

Source: Manager Magazin 4/1993

5.2.3 Factors influencing creativity

In this context the basic question is whether creativity is an innate or an

acquired human characteristic. It goes without saying that learning
capacities have individual limits which apply also to creativity: not everyone
can be an exceptionally gifted inventor.

What influences Nevertheless certain creativity techniques can develop and train the
our creativity? existing creative potential. In addition, a number of factors have a positive
or negative effect on creative thinking: on the one hand organizational
settings such as working conditions or corporate culture and on the other
hand individual factors like motivation, qualification and willingness to
accept risks.

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The following table provides a list of factors which influence creativity.

Individual factors Organizational factors

Personality Hierarchy
Age Autonomy
Qualification Management style
Motivation Information, communication
Stress Working environment
Willingness to take risks Uniformity of procedures

5.3 Innovation

Whereas in the past innovations were often made by coincidence,

nowadays more and more companies systematically foster their innovative
potential by using creativity techniques. Therefore we will examine in more
detail the creative stages of the innovation process.

Definition of
Only the economic implementation of an idea can be called

innovation innovation. The innovation process therefore comprises
three stages: the generation of an idea, its acceptance
(decision) and realization (implementation). Creative
thinking is required particularly during the first stage of this
process.

Innovation includes any type of change performed on a
process. At the beginning it is irrelevant, whether this
change is new per se or if it is introduced in a particular
company for the first time. Consequently the successful
transfer of previously known solutions to new applications
has to be considered an innovation.

A new idea is not inevitably the result of creative thinking
but can be based on modification or imitation. What is more,
not every creative process is followed by the
implementation of an idea.

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5.4 Creativity methods and techniques

Human creativity can be developed and fostered by special methods and

techniques. More than a hundred different techniques using a systematic-
analytical approach are designed to improve intuition or to increase
creativity. They all have in common that they are based on the following
typical procedure patterns for the development of creativity:

Variation of existing elements;

Transfer of the problem from one area to another or to many others
(the creation of so-called analogies);

Splitting up the whole structure of the problem;

Alienation of the problem by combining it with unrelated elements;

Considering the problem from an entirely different perspective.

5.4.1 Methods of splitting up a problem

These methods are used for very complex problems and combine
convergent thinking with the systematic specification of the problem.

5.4.1.1. Morphological analysis

With this method the problem is split up into sub-problems (parts). By
solving all the sub-problems first, a solution for the whole problem can be
found.

Parameter Possible solution

Selected solution

Figure 2: Morphological analysis

Figure 2 shows an example of a morphological analysis: every parameter
provides a range of different alternatives. By determining the best option
for each alternative the solution as a whole is identified.

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5.4.1.2 Progressive abstraction

This method is used for determining the underlying problem. The crucial
question and thus the core of a problem are identified by a systematic and
hierarchically structured procedure.

5.4.2. Linking methods

These methods are used if a problem is clearly defined, easy to describe

and not too complex. Linking methods are characterized by divergent
thinking with free and spontaneous associations.

5.4.2.1 Brainstorming
Brainstorming, certainly the best known creativity technique, belongs to the
linking methods. Classical brainstorming is a free discussion obeying the
following four principles:

The four principles of brainstorming:

Any kind of criticism is strictly forbidden.
There are no limits to imagination.
Quantity comes before quality.
Take up the ideas of others and develop them.
Based on classical brainstorming many other forms were developed.

Anonymous brainstorming: ideas are written down anonymously.

Destructive-constructive brainstorming: first all possible weaknesses
of a solution are worked out and then continually and systematically
corrected.

Stop-and-go brainstorming: creative stages (go) alternate with
stages of critical evaluation (stop).

Discussion 66: a big group is divided into groups of 6 persons who
have 6 minutes to find a solution independently. Then the big group
is brought together again and discusses the solutions.

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Textbook 5 – Innovation, creativity and option generation

5.4.2.2 Brainwriting
This method is similar to brainstorming and follows the same approach.
Ideas are spontaneously written down on sheets or forms which are then
passed on to the next person of the group. The advantage is that the
persons do not have to be afraid of being criticized or of exposing
themselves.

5.4.2.3 Method 635

6 persons have 5 minutes time to write down 3 ideas in a table. This table
is then passed on to the next member of the group who completes the
table by considering the ideas of his/her predecessor. The table below
provides the example of a removal firm who wants to improve its customer
service.

Problem:
Which additional services can we (a removal firm) offer to our customers?
Participants:
Smith, Lewis, Hetfield, Armstrong, Bailes
Suggestions
Cleaning of furniture Transport service for pets Security service for valuable
(Smith) (Smith) objects (Smith)
Offer new furniture, if Open overnight hotel for pets Offer 24 h-service
needed (Lewis) (Lewis) (Lewis)
Furniture rental agency Offer specific relocations, Offer direct service
(Hetfield) e.g. for managers, families, (Hetfield)
etc. (Hetfield)
… (Armstrong) … (Armstrong) … (Armstrong)
… … …

5.4.3 Analogical methods

5.4.3.1 Synectics
This is a very sophisticated creativity technique which can only be carried
out by an experienced moderator. The method is based on the systematic
creation of analogies and has as central principle:
Trust things that are alien.
Alienate things that are trusted.

The process of generating a solution is stimulated by forming analogies

which seem to be unrelated to the problem – they are alienated from the
problem.

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 Textbook 5 – Innovation, creativity and option generation

ec tion
proj

Solution approaches

Problem
t i on
f o rma
d in on le m
s i s an re acti p rob
l y s he
Ana e ou of t
o ntan a ti on gy
Sp r m u l alo y
Re-
f o
t a n
a l og gy
ec an y al o
. dir n al a log t an
1
rso an ec
Pe lic dir
b o 2.
m
Sy

Figure 3: Synectic funnel

5.4.3.2 Bionics
This word is a combination of biology and electronics. Methods and
systems found in nature are copied and applied in order to find entirely
new solutions (e.g. the lotus surface for the development of new lacquers
used in the car industry, the skin of a shark for the structure of a wetsuit,
etc.).

Summary

The type of the The selection of a creativity method you chose depends on the problem
problem you want to solve. For simple and clearly defined problems use linking
determines the methods, such as brainstorming, brainwriting, method 635, etc. For more
creativity method complex problems which are not clearly defined, choose a splitting-up
method, such as morphological analysis or progressive abstraction. For the
last two methods you need a good moderator. This also applies to the
analogical methods, where the moderator has to be very experienced.

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5.5. General rules for creativity techniques

Independently from the creativity methods you apply, observe the

following general rules:

Always search for new information.

Consider alternatives.

Change your view.

Try to get away from the problem.

Be willing to take risks.

Work in an interdisciplinary way.

Create a favourable environment for creativity.

Set deadlines and keep to them.

Strictly separate the stage of idea generation from the

evaluation phase.

5.5.1 Preparation of a creativity meeting

Before the meeting consider the following items:

Select the persons you want to invite.

Prepare a favourable atmosphere for stimulating ideas.

Define the roles: moderator, person who take notes, etc.

Set a time frame for the meeting.

Include the following points in the meeting:

Introduce and define the problem.

Define the objectives.

Determine which creativity method is to be used.

Do not forget to thank the participants for their efforts at the end.

It is extremely important to record the meeting fully:

Take the complete minutes.

Sum up all possible solutions.

Take note of everything.

Point out the most interesting possible solutions.

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5.6 Thinking barriers

Of course you will meet a lot of different barriers which may hinder the
development of new ideas. In the following the most frequent thinking
barriers are listed:

Routines and habits

If we are used to a certain way of doing things, we tend to switch off
our minds and mechanically repeat the same action over and over
again.

Wrong categories
Generalizations, wrong presumptions or earlier experiences make it
difficult to look at the problem from a different perspective.

Premature evaluation
It should be strictly avoided to evaluate ideas at a preliminary stage. If
criticism is voiced too early, it can eliminate stimulus and ideas instead
of fostering them.

Emotional insecurity
People who are afraid of exposing themselves are unwilling to accept
risks. Creative thinking is thus suppressed.

Pressure of conformity
Each group develops its own rules and norms which influence the
thinking categories of the members. An individual usually supports the
opinion of the group when it comes to taking decisions in an ambiguous
situation.

Cultural barriers
Creative thinking is blocked by the high importance our culture
attributes to logical and conclusive conceptual models.

Working environment
Our working environment can easily block creativity due to external or
internal factors, such as layout of the rooms or personal problems with
colleagues.

Intellectual barriers
Sometimes too much experience or too “high intelligence” can
represent a barrier, because the concerned persons are used to
deductive reasoning and hesitate to break new ground.

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5.7 CP option generation

All that has been said above on creativity, innovation and creativity
techniques applies also to CP option generation. In addition a number of
“golden rules” should be observed during the implementation of an
environmental project. We distinguish between the so-called standard
options and creative options.

5.7.1 Information sources for standard options

The good news is that to date cleaner production projects have already
been carried out in many parts of the world. The bad news, however, is
that so far no central database has been established where all the
generated and implemented options are collected. But of course useful tips
and accounts of experiences are documented in different media. Various
sources of information are specified below.

 General checklists from manuals

The following checklists are included in the Resource Kit for Training
Trainers available from UNEP (http://www.financingcp.org/training/Menu/
Checklists.htm).
CP checklists:

A – Barriers to CP

B – CP implementation
B1 – Scope of CP
B2 – Strategic CP options for enterprises
B3 – Government intervention to promote CP investment

C – CP investment proposal
C1 – CP investment data sources
C2 – CP investment decisions: Detailed cost checklist

D – CP funding
D1 – Funding options
D2 – Funding application format
D3 – Checklist for bankers on CP issues
D4 – Information required by banks and credit institutions
for the evaluation of applications for finance
D5 – Checklist for credit officers on CP issues
D6 – Risks in lending to smaller businesses

E – Complementary tools for further improvement of environmental
performance

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Textbook 5 – Innovation, creativity and option generation

 Sector-specific manuals and studies

Sector-specific manuals are generally elaborated by the National Cleaner
Production Centres. Manuals and studies for specific industrial sectors are
also issued by UNIDO and UNEP.
Examples:

Cleaner Production in Breweries, A Workbook for Trainers, issued by
UNEP;

Cleaner Production Assessment in Fish Processing, issued by UNEP
in first edition in 2000.

 Information from suppliers

Suppliers usually have up-to-date information on new technologies,
products and process materials. However, they have to be explicitly asked
to supply new, more ecological alternatives or to review their maintenance
plan in order to contribute to saving energy, water, chemicals, etc. Involve
the suppliers in the option generation process.

 UNIDO/UNEP/other NCPCs
Use the UNEP/UNIDO network actively and share your experience and
expertise with the other NCPCs established all over the world.

 Universities, research centres

For special questions or problems cooperate with universities and research
centres. A diploma thesis on a special technological or organizational issue
can be highly valuable for option generation and implementation.

 Databases
A number of databases include CP options.
 Cleaner production
www.unep.org
www.unido.org/cp
www.epa.gov/p2
www.es.epa.gov
 Technical information
www.es.epa.gov/techinfo
www.ecodesign.at
www.acfcp.org.au/case-studies
 Companieswww3.volvo.com/environment
www.sulzer.com/environment
www.nokia.com/environment
These databases often contain very specialized know-how which has to be
adapted to your needs.

 Seminars, roundtables, congresses

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Textbook 5 – Innovation, creativity and option generation

Seminars and congresses are valuable opportunities for the acquisition and
exchange of up-to-date know-how in the field of cleaner production. Use
the personal contacts you can establish at these events. CP roundtables,
such as the European Roundtable on Cleaner Production or the Asia Pacific
Roundtable for Cleaner Production, are held regularly. In addition, UNIDO
periodically organizes meetings and seminars.

 Own experience
Maybe the most important source for CP options is your own experience.
These options have to be carefully recorded to ensure the appropriate
transfer and management of information.

 International reference centres

The international reference centres have usually gathered a lot of
experience in CP work in various branches and industries. They are
integrated into a CP network and will help you to join in. Profit from their
contacts, knowledge and experience.

 Chamber of Industry and Commerce

The role of the Chamber of Industry and Commerce depends on the
country. Ascertain at the beginning of your project whether they are willing
to support your CP work. They usually can establish valuable contacts with
industries and service companies. Furthermore they can provide the NCPC
with modern infrastructure including seminar rooms, state-of-the-art
communication channels, updated databases containing information on
their members and financial support for CP projects.

 Government, ministries
The role of the government and ministries varies from country to country.
In principle the following ministries could be involved in a CP project:
Ministry of the Environment, Ministry of Housing and Planning, Ministry of
Education or Ministry of Trade and Industry. You should contact these
ministries to obtain political and/or financial support to CP projects (please
see also Volume 10 of the UNIDO Toolkit).

 Other companies
Other companies are an important source of information. Firstly, companies
usually trust each other (more than they trust consultants!). Secondly,
companies learn from each other through a direct and rapid process. CP
options and information you find in other companies are usually very
convincing.

 Company staff
The most valuable capital of a company is its staff! They have a profound
and detailed knowledge of the company, its processes and organizational
and technological weak points. Therefore it is essential to obtain all the
information they can provide in order to determine the potential for
optimization.

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Textbook 5 – Innovation, creativity and option generation

 Internet/homepages
Information on CP can be found on the Internet but you should be critical
in the choice of the web pages. First consult the UNIDO and UNEP pages,
which provide valuable information. In addition, the national environmental
agencies, such as the US EPA, are useful contacts. The Link section of the
Toolkit provides an overview of information sources on the Internet.

5.7.2 Creative CP option generation

So far, we have presented many tools which enable you to find creative
options for a CP project. It is, however, impossible to completely transfer a
method or solution that worked in one project or company to another
project or company. In each case you have to find an individual, specific
adaptation which suits the culture of the company and the overall situation
of the country. Nevertheless, the following general rules will help you to
determine the CP potential of a company or institution you work with.

• Apply the CP methodology consistently.

• Set up a committed team.

• Ask as many questions as possible (why, when, what exactly,

who, where, why again).

• Collect input/output data as completely as possible.

• Carry out a material flow analysis for interesting material

streams.

• Carry out a brainstorming session with the team (classical

option generation for simple problems).

• Search for information from other sectors which use

comparable procedures and methods (e.g. cooling, compressed
air, employee motivation, etc.) and adapt it to your company.

• Implement options: distinguish between solution-oriented

options with a quick implementation and problem-oriented
options which solve the problem at its root.

• Carry out the technical, environmental and economic

evaluation and elaborate an environmental programme.

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5.7.3 Tricks for CP option generation

Apart from the above mentioned general approaches, a number of

unconventional methods – let us call them tricks – might help you to
identify CP options in various fields.
1. The waste box
Collect the production waste from a single product in a box and analyse it.
2. Close the shop
Close the workshop.
3.”Why, why, why?”
Don’t stop asking questions: What are the reasons for waste generation?
What are really the reasons? What can we do to minimize it?
4. Learn from contradiction
Input = output? What do different data acquisition methods tell you? What
do different people tell you about the same process or consumption? What
happens, if you run the same process several times?
5. Indicators and benchmarking
Compete with the best, use indicators from the same sector.
6. Super-super-ideal
How much input do you ideally need to manufacture a product? How much
do you need on average? What is the difference?
7. Method -10%
Reduce input materials, for instance chemicals, by 10%.
8. Leave it out
What happens if you do not use a particular material at all?
9. Keep it separate
Separate waste collection is a prerequisite for recycling.
10. Reuse it elsewhere
Reuse waste internally, e.g. cooling water can be used for cleaning (for
more detailed information please refer to Volume 8 Recycling
technologies).

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5.7.4 Record and sort options

Once a number of CP options have been identified and recorded, they

should be sorted into those that can be implemented directly and those
that require further investigation.
It is helpful to observe the following guidelines:

Organize the options according to unit operations or process areas,
or according to input/output categories (e.g. problems that cause
high water consumption).

Identify any mutually interfering options, since the implementation
of one option may affect the other.

Cost-free or low-cost options do not require an extensive feasibility
study and should be implemented immediately.
(Source: CP Assessment in Fish Processing, Chapter 5, issued by UNEP in 2000)

5.7.5 Evaluation and feasibility study

At this stage suitable options for implementation are selected. The options
selected during assessment should all be evaluated in view of their
technical, economic and environmental benefits. The depth of the study
depends on the type of project. Complex problems naturally require more
attention than simple projects. For some options it may be necessary to
collect considerably more information. An important source of information
are employees who are directly affected by the implementation.

Evaluation and feasibility

study

Problem Solution Evaluation

XXX XXX Economic Environmental Technical

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Evaluation criteria (this list is taken from CP in Breweries, A Workbook for

Trainers, first edition published by UNEP 1996)
Availability Is the cleaner production option available?
Can you find someone to supply you with the necessary equipment or input
material?
Do you know an advisor who can help you to develop an alternative?
Has the cleaner production option already been applied elsewhere?
If so, what are the results and experiences?
Suitability Is the option suitable for the way the company is run?
Is the option in line with the company’s product?
What are the consequences of the options for the company’s logistics,
throughput time and production planning?
Does the option require adjustments in other parts of the company?
If so, what adjustments?
Does the change require additional training of staff and employees?
Environmental effects What is the anticipated environmental effect of the option?
How big is the estimated reduction in waste streams or emissions?
Will the option affect the health of workers or the public?
If so, what is the magnitude of these effects in terms of toxicity and
quantity (positive/negative)?
Economic feasibility What are the anticipated costs and benefits form implementing the option?
Can you estimate the required investment?
Can you make an estimate of the benefits, such as reduction of
environmental costs, waste reduction and/or improvement of the quality of
the product?

Some environmental performance indicators for breweries:

Solid waste Environment
Hazardous waste Occupational health and safety
Wastewater Payback period
Air emissions Cost
Noise Production quality
Odour Production quantity
Water consumption Legal regulations
Energy consumption
Raw material consumption Stakeholders’ demand

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5.7.6 Technical, environmental and economic evaluation

During the technical, environmental and economic evaluation the following

aspects have to be considered.

Technical evaluation:

Influence on product quality;

Influence on productivity;

Material consumption;

Energy consumption;

Influence on maintenance;

Safety;

Flexibility;

…

Checklist for the technical evaluation

Cleaner production option: …
Yes No Not sure
Have you determined whether other companies have already
gained experience with this option?
Will this option maintain product quality?
Will this option adversely affect production?
Will this option require additional staff?
Will workers be able to run the process with the implemented
option?
Is extra training of workers required?
Are you certain that this option will generate less waste?
Are you certain that this option will not simply move waste or
emission problems from one medium into another (e.g.
from solid waste to air emissions)?
Is the plant layout and design suitable for the incorporation of
this option?
Will the provider guarantee this option?
Have you determined whether this option will improve or
maintain the workers’ safety and health?
Does this option reduce waste at the source?
Are materials and parts readily available?
Can this option be easily serviced?
Does this option promote recycling?

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Source: UNEP Workbook for Trainers “Cleaner Production in Breweries”

Environmental evaluation:

Material consumption;

Energy consumption;

Emissions to air, water, soil;

Shift of environmental problems to other media;

Replacement of substances;

Health and safety;

...

Checklist for the environmental evaluation

Cleaner production option: …
Yes No Not sure
Does this option reduce the toxicity and volume of solid waste
and sludge?
Does this option reduce the toxicity and volume of
wastewater?
Does this option reduce the toxicity and volume of gaseous
emissions?
Does this option improve the health and safety conditions on
the workfloor?
Does this option reduce the use of raw materials (per unit of
product)?
Does this option reduce the use of process materials (per unit
of product)?
Does this option reduce the energy consumption (per unit of
product)?
Does this option generate new environmental impacts?
Does this option increase the possibility of recycling waste
streams?
Does this option increase the possibility of product recycling?

Source: UNEP Workbook for Trainers “Cleaner Production in Breweries”

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Economic evaluation

Payback period;

Other financial profitability calculations;

Affected cost factors;

Obvious environmental costs;

Costs for lost raw material;

Investment and depreciation costs of equipment;

Personnel expenses;

Outsourced services;

“Hidden” costs.

Checklist for the economic evaluation

Cleaner production option: …
Yes No Not sure
Does this option reduce the cost of raw materials?
Does this option reduce the cost of utilities?
Does this option reduce material and waste storage costs?
Does this option reduce compliance costs?
Will this option reduce the costs associated with workers’
injury or illness?
Will this option reduce insurance premiums?
Will this option reduce waste disposal costs?
Does this option have an acceptable payback period?
Is this option economically acceptable for the company
(consider both capital and ongoing operations)?
Source: UNEP Workbook for Trainers “Cleaner Production in Breweries”

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Textbook 5 – Innovation, creativity and option generation

Feasibility study

Checklist for the feasibility study

Yes No Not
relevant
Did you carry out a technical evaluation of the prioritized
options?
Did you carry out an economic evaluation of the prioritized
options?
Did you carry out an environmental evaluation of the prioritized
options?
Did you determine the training method of the employees for
the successful implementation of the selected options?
Can you identify the barriers which can be encountered on the
workfloor and which hamper the implementation of cleaner
production options?
Did you take measures to facilitate the implementation of these
options, such as workshops, meetings, briefings, etc.?
Did you record the feasible options selected for
implementation?
Did you record the non-feasible options?
Did you coordinate the planning and time schedule of the
cleaner production assessment or audit?
Did you inform the management and employees about the
progress of the cleaner production assessment?
Did you prepare before-and-after sheets for the implementation
phase?
Based on the expected “before-and-after” situation, did you
calculate the expected payback period?

Source: UNEP Workbook for Trainers “Cleaner Production in Breweries”

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