{"id":2828,"date":"2019-03-26T19:17:24","date_gmt":"2019-03-26T23:17:24","guid":{"rendered":"https:\/\/pressbooks.bccampus.ca\/technicalwriting\/?post_type=chapter&#038;p=2828"},"modified":"2026-02-19T01:09:46","modified_gmt":"2026-02-19T06:09:46","slug":"stakeholderengagement","status":"publish","type":"chapter","link":"https:\/\/pressbooks.bccampus.ca\/technicalwriting\/chapter\/stakeholderengagement\/","title":{"raw":"5.5 Engagement and Consultation","rendered":"5.5 Engagement and Consultation"},"content":{"raw":"One important area of primary research undertaken when embarking on any large scale project entails\u00a0 engagement or consultation with relevant and interested parties. Public engagement is the broadest term used to describe the increasingly necessary process that companies, organizations, and governments must undertake to achieve a \u201csocial licence to operate.\u201d Engagement can range from simply informing the public about plans for a project, to engaging in more consultative practices like getting input and feedback from various groups, and even to empowering key community members in the final decision-making process.\r\n\r\nFor projects that have social, economic, and environmental impacts, engagement and consultation is an increasingly critical part of the planning stage. Creating an understanding of how projects will affect a wide variety of people, organizations, and the natural world is beneficial for both the company instigating the project and those who will be affected by it. Listening to feedback and concerns can be helpful in identifying and mitigating risks that could otherwise slow down or even derail a project. For relevant parties, the consultation process creates an opportunity to be informed, as well as to inform the company about local contexts that may not be obvious, to raise issues and concerns, and to help shape the objectives and outcomes of the project.\r\n<h1>Who should be consulted?<\/h1>\r\nWhen determining who you need to consult or engage with, you need to consider who (or what) will be impacted by the project, and who has the potential to impact or influence project decisions and implementation.\r\n\r\nConsider using the Three I's Framework:\u00a0 <strong>INTEREST, INFLUENCE<\/strong> and <strong>IMPACT<\/strong>.\r\n\r\n\"Relevant parties\" include individuals and groups who have the power to <strong>influence<\/strong> the project, those who are <strong>interested<\/strong> in the project, and those who might be <strong>impacted<\/strong> by the project, either positively or negatively. They can be internal \u2013 people from within the company or organization (owners, managers, employees, shareholders, volunteers, interns, students, etc.) \u2013 and external, such as community members or groups, investors, suppliers, consumers, policy makers, etc. Increasingly, arguments are being made for considering non-human parties such as wildlife and the natural environment.[footnote]C. Driscoll and M. Starik, \u201cThe primordial stakeholder: Advancing the conceptual consideration of stakeholder status for the natural environment,\u201d <em>Journal of Business Ethics<\/em>, vol. 49, no. 1, 2004, pp. 55-73. Available: <a href=\"https:\/\/doi.org\/10.1023\/B:BUSI.0000013852.62017.0e\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/doi.org\/10.1023\/B:BUSI.0000013852.62017.0e<\/a> [\/footnote]\r\n\r\nHistorically, the term \"stakeholder\" has been used as a catch all term to refer to any individual or group who may have a direct or indirect \u201cstake\u201d in the project. However, in the Canadian context, this term has come to be seem as problematic, especially in Indigenous contexts. Here is an explanation from the BC Government website on <a href=\"https:\/\/www2.gov.bc.ca\/gov\/content\/governments\/services-for-government\/service-experience-digital-delivery\/web-content-development-guides\/web-style-guide\/writing-guide-for-indigenous-content\/terminology#Stakeholders\" target=\"_blank\" rel=\"noopener\">Terminology in Indigenous Content<\/a>:\r\n<div class=\"textbox shaded\">\r\n\r\n\u2018Stakeholder\u2018 is a common corporate term for partners which has negative connotations to many Indigenous Peoples. When land acquisition was happening, this term referred to the allotment of land to settlers. Settlers were given wooden stakes to claim their plot of land prior to any treaty or land negotiations with Indigenous Peoples. It's more appropriate to refer to Indigenous Peoples as partners rather than stakeholders. Indigenous Peoples are not stakeholders; they're Aboriginal rights holders whose rights are protected under the Constitution of Canada.\r\n\r\n<\/div>\r\nWhen engaging in projects, it is becoming increasingly important to engage and consult with a wide variety of relevant and interested parties, and this usually includes Indigenous communities. Therefore, it's wise to consider <a href=\"https:\/\/www.fasttrackimpact.com\/post\/alternatives-to-the-word-stakeholder#:~:text=Alternatives%20to%20stakeholders,literature%2C%20including%20%E2%80%9Cpartners%E2%80%9D%20and%20%E2%80%9Crightsholders%E2%80%9D.\" target=\"_blank\" rel=\"noopener\">alternatives to the word \"stakeholder\"<\/a> that you might use in various contexts to more precisely determine who should be consulted and what kind of engagement is needed.\r\n\r\nEngaging and consulting with relevant parties can contribute significantly to the decision-making and problem-solving processes. People most affected by the problem and most directly impacted by its effects can help you to\r\n<ul>\r\n \t<li>understand the context, issues and potential impacts more fully<\/li>\r\n \t<li>determine your focus, scope, and objectives for solutions<\/li>\r\n \t<li>establish whether further research is needed into the problem.<\/li>\r\n<\/ul>\r\nPeople who are also attempting to solve the same or similar problem can help you\r\n<ul>\r\n \t<li>refine, refocus, prioritize solution ideas<\/li>\r\n \t<li>define necessary steps to achieving them<\/li>\r\n \t<li>implement solutions, provide key data, resources, etc.<\/li>\r\n<\/ul>\r\nThere are also people who could help solve the problem, but lack awareness of the problem or their potential role to influence outcomes. Consultation processes help create the awareness of the project to potentially get these people involved during the early stages of the project.\r\n<h1>Mapping the Social Landscape<\/h1>\r\nThe more a group will be materially affected by the proposed project, the more important it is for them to be identified, properly informed, and encouraged to participate in the consultation process. It is therefore critical to determine who the various relevant parties are, as well as their level of interest in the project, the potential impact it will have on them, and power they have to shape the process and outcome. You might start by brainstorming or mind-mapping all the people and groups you can think of in the \"social landscape\" that might influence or be affected by your project. See <strong>Figure 5.5.1<\/strong> as an example.\r\n<h4 style=\"text-align: center\">Social Landscape Map for Traffic Citation System<\/h4>\r\n[caption id=\"attachment_403\" align=\"alignnone\" width=\"1024\"]<img class=\"wp-image-403 size-large\" src=\"https:\/\/pressbooks.bccampus.ca\/technicalwriting2ed\/wp-content\/uploads\/sites\/2569\/2019\/03\/Social-Landscape-Map-for-Traffic-Citation-System-1024x768.png\" alt=\"Mind map of various relevant parties related to a traffic citation system\" width=\"1024\" height=\"768\" \/> <strong>Figure 5.5.1<\/strong> Example of a social landscape map for a new traffic citation system (<span style=\"text-align: initial;font-size: 1em\">M. Hagan, \u201c<a href=\"https:\/\/www.openlawlab.com\/2017\/08\/28\/stakeholder-mapping-the-traffic-ticket-system\/\" target=\"_blank\" rel=\"noopener\">Stakeholder mapping of traffic ticket system<\/a>,\u201d <em>Open Law Lab<\/em>, Aug. 28, 2017. CC-BY-NC-SA 4.0)<\/span>[\/caption]\r\n\r\n&nbsp;\r\n\r\nOnce you have identified the individuals, groups and organizations that may be impacted, organize them into categories or a matrix. One standard method of organizing is to determine which ones are likely to be in support of the project and which are likely to oppose it, and then determine how much power or influence each of those groups has (see <strong>Figure 5.5.2<\/strong>).\u00a0 For example, a mayor of a community has a strong level of influence. If the mayor is in full support of the project, they would go in the top right corner of the matrix. Someone who is deeply opposed to the project, but has little influence or power, would go at the bottom left corner.\r\n\r\n[caption id=\"attachment_409\" align=\"alignnone\" width=\"1024\"]<img class=\"wp-image-409 size-large\" src=\"https:\/\/pressbooks.bccampus.ca\/technicalwriting2ed\/wp-content\/uploads\/sites\/2569\/2019\/03\/Support-Influence-mapping-matrix-1024x602.png\" alt=\"\" width=\"1024\" height=\"602\" \/> <strong>Figure 5.5.2<\/strong>\u00a0 Matrix mapping the influence and support level of various interested parties[\/caption]\r\n\r\nA matrix like this can help you determine what level of engagement is warranted:\u00a0 where efforts to \u201cconsult and involve\u201d might be most needed and most effective, or where more efforts to simply \u201cinform\u201d might be most useful, or even where you might try to recruit volunteers.\u00a0 You might also consider the level of knowledge each party has on the issue, level of commitment (whether in support or opposed), and resources available.\r\n<h1>Levels of Consultation and Engagement<\/h1>\r\nThere are various levels of engagement, ranging from simply informing people about what you plan to do, to actively seeking consent and placing the final decision in their hands. This range, presented in <strong>Figure 5.5.3<\/strong>, is typically presented as a \u201cspectrum\u201d or continuum of engagement from the least to most amount of engagement.\r\n\r\n[caption id=\"attachment_106\" align=\"aligncenter\" width=\"1024\"]<img class=\"size-large wp-image-106\" src=\"https:\/\/pressbooks.bccampus.ca\/wp-content\/uploads\/sites\/2569\/2026\/01\/Spectrum-of-Public-Engagement-1024x117.png\" alt=\"spectrum moves from left to right: Inform, consult, involve, collaborate, empower. \" width=\"1024\" height=\"117\" \/> <em><strong>Figure 5.5.3<\/strong> Spectrum of public engagement<\/em>[\/caption]\r\n\r\nDepending on the type of project, the potential impacts and the types and needs of those involved, you may engage in a number of levels and strategies of engagement across this spectrum using a variety of different tools.\r\n<div class=\"textbox textbox--exercises\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\" style=\"text-align: center\">Spectrum of Public Engagement<\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n<ol>\r\n \t<li><strong><em>Inform<\/em><\/strong>:\u00a0 Provide balanced and objective information to help people understand the project, the problem, and the solution alternatives. There is little or no opportunity at this level for providing input or helping with decision-making.<\/li>\r\n \t<li><strong><em>Consult<\/em><\/strong>: Gather feedback on the information given. Level of input can range from minimal interaction (online surveys, etc) to extensive (focus groups, etc). Can be a one-time or ongoing\/iterative opportunities to give feedback to be considered in the decision-making process)<\/li>\r\n \t<li><strong><em>Involve<\/em><\/strong>: Work directly with interested and impacted parties during the process to ensure that their concerns and desired outcomes are fully understood and taken into account at each stage. Final decisions are still made by the consulting organization, but with well-considered input from those engaged.<\/li>\r\n \t<li><strong><em>Collaborate<\/em><\/strong>: Partner with relevant parties at each stage of the decision-making, including developing alternative solution ideas and choosing the preferred solution together. Goal is to achieve consensus regarding decisions.<\/li>\r\n \t<li><strong><em>Empower<\/em><\/strong>: Place final decision-making power in the hands of those being engaged. Voting ballots and referenda are common examples. This level of engagement is rare and usually includes a small number of people who represent important community groups.<\/li>\r\n<\/ol>\r\n<\/div>\r\n<\/div>\r\nMany tools are available to help structure different kinds of engagement. <strong>Table 5.5.1<\/strong> lists many options, categorized by where they fall on the spectrum.\r\n<table class=\"grid\" style=\"border-collapse: collapse;width: 100%\" border=\"0\"><caption>TABLE 5.5.1 Typical tools for public engagement<\/caption>\r\n<tbody>\r\n<tr>\r\n<th style=\"width: 33.3333%\" scope=\"col\"><strong>Inform<\/strong><\/th>\r\n<th style=\"width: 33.3333%\" scope=\"col\"><strong>Consult<\/strong><\/th>\r\n<th style=\"width: 33.3333%\" scope=\"col\"><strong>Involve \/ Collaborate \/ Empower<\/strong><\/th>\r\n<\/tr>\r\n<tr>\r\n<td style=\"width: 33.3333%;vertical-align: top\">\r\n<ul>\r\n \t<li>Public meetings<\/li>\r\n \t<li>Briefings<\/li>\r\n \t<li>News media<\/li>\r\n \t<li>Public Presentations<\/li>\r\n \t<li>Info Kiosks<\/li>\r\n \t<li>Hotlines<\/li>\r\n \t<li>Newsletters<\/li>\r\n \t<li>Bulletins<\/li>\r\n \t<li>Social media<\/li>\r\n \t<li>Websites<\/li>\r\n \t<li>Fact sheets<\/li>\r\n<\/ul>\r\n<\/td>\r\n<td style=\"width: 33.3333%;vertical-align: top\">\r\n<ul>\r\n \t<li>Public meetings, hearings, workshops<\/li>\r\n \t<li>Focus groups<\/li>\r\n \t<li>Study circles<\/li>\r\n \t<li>Interviews<\/li>\r\n \t<li>Surveys<\/li>\r\n \t<li>Opinion polls<\/li>\r\n \t<li>Questionnaires<\/li>\r\n \t<li>Social Media<\/li>\r\n \t<li>Suggestion boxes<\/li>\r\n \t<li>Comment forms<\/li>\r\n<\/ul>\r\n<\/td>\r\n<td style=\"width: 33.3333%;vertical-align: top\">\r\n<ul>\r\n \t<li>Consensus workshops<\/li>\r\n \t<li><a href=\"https:\/\/en.wikipedia.org\/wiki\/Charrette\" target=\"_blank\" rel=\"noopener noreferrer\">Charrettes<\/a><\/li>\r\n \t<li>\u201c<a href=\"http:\/\/www.theworldcafe.com\/\" target=\"_blank\" rel=\"noopener noreferrer\">World Cafes<\/a>\u201d<\/li>\r\n \t<li>Study groups<\/li>\r\n \t<li>Focus groups<\/li>\r\n \t<li>Task Force<\/li>\r\n \t<li>Think Tanks<\/li>\r\n \t<li>Advisory boards, committees<\/li>\r\n \t<li>Citizen panels or juries<\/li>\r\n \t<li>Polling<\/li>\r\n \t<li>Votes, referenda<\/li>\r\n<\/ul>\r\n<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<h1>Planning an Engagement Project<\/h1>\r\nThere is no single \u201cright\u201d way of consulting. Each situation will be different so each consultation process will be context-specific and will require a detailed plan. A poorly planned consultation process can backfire as it can lead to a lack of trust between those being engaged and the company doing the engagement. In such cases, the \"engagement\" can seem like a public relations stunt, or even an attempt to deceptively persuade. Therefore, it is critical that the process be carefully mapped out in advance, and that preliminary work is done to determine the needs and goals of the process and who the relevant parties are that should be involved. In particular, make sure that whatever tools you choose to use are fully accessible to all parties you plan to consult; an online survey is not much use to a community that lacks robust internet infrastructure. Consider the steps outlined below.\r\n<div class=\"textbox textbox--exercises\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\" style=\"text-align: center\">Steps for Planning Your Engagement Strategy<\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n\r\n<strong>Situation Assessment<\/strong>: Who needs to be consulted about what and why? Define internal and external parties, determine their level of involvement, interest level, and potential impact, their needs and conditions for effective engagement.\r\n\r\n<strong>Goal Setting: \u00a0<\/strong>What is your strategic purpose for consulting at this phase of the project? Define clear understandable goals and objectives for the role of those participating in the consultation and decision-making processes. Determine what questions, concerns, and goals the participants will have and how these can be integrated into the process.\r\n\r\n<strong>Planning\/Requirements:<\/strong> Based on situation assessment and goals, determine what engagement strategies to use and how to implement them to best achieve these goals. How will you promote the engagement event to ensure appropriate attendance? Ensure that strategies consider issues of accessibility and inclusivity and consider the needs of vulnerable populations. Consider legal or regulatory requirements, policies, or conditions that need to be met. Determine how you will collect, record, track, analyze and disseminate the data.\r\n\r\n<strong>Process and Event Management:<\/strong> determine how you will keep the planned activities moving forward and on-track, and adjust strategies as needed.\u00a0 Make a plan for recording of responses of participants and tracking documentation.\r\n\r\n<strong>Evaluation<\/strong>: Design an evaluation metric to gauge the success of the engagement strategies; collect, analyze, and act on the data collected throughout the process. Determine how will you report the results of engagement process back to the participants.\r\n\r\n<\/div>\r\n<\/div>\r\nAs you can see from the above list of steps , consultation and engagement processes require strong communications skills. Effective communication is the foundation for meaningful engagement, which relies on the following skills:\r\n<ul>\r\n \t<li><strong>Written and Visual Rhetoric<\/strong>: Creating and disseminate useful written and visual information that will interest relevant parties in participating in the consultation<\/li>\r\n \t<li><strong>Interpersonal and intercultural skills:<\/strong> Relate to people in face-to-face situations, developing meaningful relationships, building trust, and actively listen to those being engage; making participants feel comfortable and secure;\u00a0 being mindful of cultural factors that may affect interest level, accessibility, impact, values, or opinions.<\/li>\r\n \t<li><strong>Public speaking:<\/strong> presenting information to large audiences in a comfortable and understandable way. The ability to present effective visual information that assists the audience\u2019s understanding<\/li>\r\n \t<li><strong>Active Listening:<\/strong> The ability to focus on the speaker and react in ways that provide them with the time and safety needed to be heard and understood. The ability to report back accurately and fully what you have heard from participants.<\/li>\r\n<\/ul>\r\n<h2>Engaging Responsibly<\/h2>\r\nEngagement and consultation activities in a university setting may require <strong>Human Research Ethics Approval<\/strong>, which is a complex process. Collecting data from human participants is a form of \u201chuman research\u201d and you must be aware of and follow strict ethical guidelines of your academic institution. Doing this is part of your responsibility to maintain academic integrity. Thus, if you plan to implement an engagement strategy such as conducting surveys or interviews with participants outside of your class, please make sure you have explicit permission from your instructor before you begin, and that you are following the Human Research guidelines of your institution.\r\n\r\nIn Canada, post-secondary educational institutions must ensure that all research involving humans conducted at that institution complies with the <a href=\"https:\/\/www.homelesshub.ca\/resource\/tri-council-policy-statement-ethical-conduct-research-involving-humans-tcps2\" target=\"_blank\" rel=\"noopener noreferrer\">Tri-Council Policy Statement<\/a>. These rules are in place to protect people and communities from potential risk or harm and to ensure ethical conduct while doing research.\r\n\r\n<strong>Please note:<\/strong> Engagement and consultation with certain groups and communities requires specialized knowledge and should only be undertaken by engagement professionals who have had the requisite training to engage respectfully with vulnerable or marginalized groups about sensitive issues. For more information, see the following resources:\r\n<p style=\"padding-left: 40px\"><strong>Cana Uluak itchuaqiyaq<\/strong>:\u00a0 <a href=\"https:\/\/www.itchuaqiyaq.com\/\" target=\"_blank\" rel=\"noopener\">Equipping Organizations, Researchers, and Educators in Effective, Equitable, and Respectful Engagement with Marginalized Knowledges, Communities, and Issues<\/a><\/p>\r\n<p style=\"padding-left: 40px\"><strong>Brenden Boyd and Sophie Lorefice<\/strong>: <a href=\"https:\/\/journalhosting.ucalgary.ca\/index.php\/sppp\/article\/view\/NC%20-%206\" target=\"_blank\" rel=\"noopener\">\"Understanding Consultation and Engagement with Indigenous Peoples in Resource Development<\/a>.\" <em>The School of Public Policy Publications<\/em>, vol. 12(22), 2019.<\/p>\r\n<p style=\"padding-left: 40px\"><strong style=\"font-size: 0.95em\">Dimayuga, D. McGregor, &amp; K. Murphy<\/strong><span style=\"font-size: 0.95em\">. \"<a href=\"https:\/\/link.springer.com\/article\/10.1186\/s13705-023-00382-8\" target=\"_blank\" rel=\"noopener\">A review of collaborative research practices with Indigenous Peoples in engineering, energy, and infrastructure<\/a>.\" <em>Energy, Sustainability and Society<\/em>, vol.13(1), 2023. pp.\u00a0 1\u201317.<\/span><\/p>\r\nUniversity of Victoria\u2019s \u201c<a href=\"https:\/\/www.uvic.ca\/campusplanning\/assets\/docs\/grandprom-docs\/uvic-grand-promenade-engagement-plan.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Campus Greenway Engagement Plan<\/a>.\u201d[footnote]University of Victoria Campus Planning and Sustainability, \u201cEngagement plan for: The University of Victoria Grand Promenade landscape plan and design guidelines,\u201d Campus Greenway [Online]. Available: <a href=\"https:\/\/www.uvic.ca\/campusplanning\/current-projects\/campusgreenway\/index.php\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/www.uvic.ca\/campusplanning\/current-projects\/campusgreenway\/index.php<\/a> [\/footnote]\u00a0 offers an example of an engagement project on campus. A significant step in this plan -- a Design Charrette -- was implemented in the fall of 2018; the results of that engagement activity, presented in a <a href=\"https:\/\/www.uvic.ca\/campusplanning\/current-projects\/campusgreenway\/grand-promenade-design-charrette-summary.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Summary Report (.pdf)<\/a> [footnote]University of Victoria Campus Planning and Sustainability, \"<a href=\"https:\/\/www.uvic.ca\/campusplanning\/current-projects\/campusgreenway\/grand-promenade-design-charrette-summary.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">The Grand Promenade Design Charrette: Summary Report 11.2018,<\/a>\" Campus Greenway [Online]. Available: <a href=\"https:\/\/www.uvic.ca\/campusplanning\/current-projects\/campusgreenway\/index.php\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/www.uvic.ca\/campusplanning\/current-projects\/campusgreenway\/index.php<\/a>[\/footnote] resulted in changes and augmentation of the original plan based on participant feedback. Most notably, participants did not like the term \"Grand Promenade\" and the whole project we renamed the Campus Greenway.","rendered":"<p>One important area of primary research undertaken when embarking on any large scale project entails\u00a0 engagement or consultation with relevant and interested parties. Public engagement is the broadest term used to describe the increasingly necessary process that companies, organizations, and governments must undertake to achieve a \u201csocial licence to operate.\u201d Engagement can range from simply informing the public about plans for a project, to engaging in more consultative practices like getting input and feedback from various groups, and even to empowering key community members in the final decision-making process.<\/p>\n<p>For projects that have social, economic, and environmental impacts, engagement and consultation is an increasingly critical part of the planning stage. Creating an understanding of how projects will affect a wide variety of people, organizations, and the natural world is beneficial for both the company instigating the project and those who will be affected by it. Listening to feedback and concerns can be helpful in identifying and mitigating risks that could otherwise slow down or even derail a project. For relevant parties, the consultation process creates an opportunity to be informed, as well as to inform the company about local contexts that may not be obvious, to raise issues and concerns, and to help shape the objectives and outcomes of the project.<\/p>\n<h1>Who should be consulted?<\/h1>\n<p>When determining who you need to consult or engage with, you need to consider who (or what) will be impacted by the project, and who has the potential to impact or influence project decisions and implementation.<\/p>\n<p>Consider using the Three I&#8217;s Framework:\u00a0 <strong>INTEREST, INFLUENCE<\/strong> and <strong>IMPACT<\/strong>.<\/p>\n<p>&#8220;Relevant parties&#8221; include individuals and groups who have the power to <strong>influence<\/strong> the project, those who are <strong>interested<\/strong> in the project, and those who might be <strong>impacted<\/strong> by the project, either positively or negatively. They can be internal \u2013 people from within the company or organization (owners, managers, employees, shareholders, volunteers, interns, students, etc.) \u2013 and external, such as community members or groups, investors, suppliers, consumers, policy makers, etc. Increasingly, arguments are being made for considering non-human parties such as wildlife and the natural environment.<a class=\"footnote\" title=\"C. Driscoll and M. Starik, \u201cThe primordial stakeholder: Advancing the conceptual consideration of stakeholder status for the natural environment,\u201d Journal of Business Ethics, vol. 49, no. 1, 2004, pp. 55-73. Available: https:\/\/doi.org\/10.1023\/B:BUSI.0000013852.62017.0e\" id=\"return-footnote-2828-1\" href=\"#footnote-2828-1\" aria-label=\"Footnote 1\"><sup class=\"footnote\">[1]<\/sup><\/a><\/p>\n<p>Historically, the term &#8220;stakeholder&#8221; has been used as a catch all term to refer to any individual or group who may have a direct or indirect \u201cstake\u201d in the project. However, in the Canadian context, this term has come to be seem as problematic, especially in Indigenous contexts. Here is an explanation from the BC Government website on <a href=\"https:\/\/www2.gov.bc.ca\/gov\/content\/governments\/services-for-government\/service-experience-digital-delivery\/web-content-development-guides\/web-style-guide\/writing-guide-for-indigenous-content\/terminology#Stakeholders\" target=\"_blank\" rel=\"noopener\">Terminology in Indigenous Content<\/a>:<\/p>\n<div class=\"textbox shaded\">\n<p>\u2018Stakeholder\u2018 is a common corporate term for partners which has negative connotations to many Indigenous Peoples. When land acquisition was happening, this term referred to the allotment of land to settlers. Settlers were given wooden stakes to claim their plot of land prior to any treaty or land negotiations with Indigenous Peoples. It&#8217;s more appropriate to refer to Indigenous Peoples as partners rather than stakeholders. Indigenous Peoples are not stakeholders; they&#8217;re Aboriginal rights holders whose rights are protected under the Constitution of Canada.<\/p>\n<\/div>\n<p>When engaging in projects, it is becoming increasingly important to engage and consult with a wide variety of relevant and interested parties, and this usually includes Indigenous communities. Therefore, it&#8217;s wise to consider <a href=\"https:\/\/www.fasttrackimpact.com\/post\/alternatives-to-the-word-stakeholder#:~:text=Alternatives%20to%20stakeholders,literature%2C%20including%20%E2%80%9Cpartners%E2%80%9D%20and%20%E2%80%9Crightsholders%E2%80%9D.\" target=\"_blank\" rel=\"noopener\">alternatives to the word &#8220;stakeholder&#8221;<\/a> that you might use in various contexts to more precisely determine who should be consulted and what kind of engagement is needed.<\/p>\n<p>Engaging and consulting with relevant parties can contribute significantly to the decision-making and problem-solving processes. People most affected by the problem and most directly impacted by its effects can help you to<\/p>\n<ul>\n<li>understand the context, issues and potential impacts more fully<\/li>\n<li>determine your focus, scope, and objectives for solutions<\/li>\n<li>establish whether further research is needed into the problem.<\/li>\n<\/ul>\n<p>People who are also attempting to solve the same or similar problem can help you<\/p>\n<ul>\n<li>refine, refocus, prioritize solution ideas<\/li>\n<li>define necessary steps to achieving them<\/li>\n<li>implement solutions, provide key data, resources, etc.<\/li>\n<\/ul>\n<p>There are also people who could help solve the problem, but lack awareness of the problem or their potential role to influence outcomes. Consultation processes help create the awareness of the project to potentially get these people involved during the early stages of the project.<\/p>\n<h1>Mapping the Social Landscape<\/h1>\n<p>The more a group will be materially affected by the proposed project, the more important it is for them to be identified, properly informed, and encouraged to participate in the consultation process. It is therefore critical to determine who the various relevant parties are, as well as their level of interest in the project, the potential impact it will have on them, and power they have to shape the process and outcome. You might start by brainstorming or mind-mapping all the people and groups you can think of in the &#8220;social landscape&#8221; that might influence or be affected by your project. See <strong>Figure 5.5.1<\/strong> as an example.<\/p>\n<h4 style=\"text-align: center\">Social Landscape Map for Traffic Citation System<\/h4>\n<figure id=\"attachment_403\" aria-describedby=\"caption-attachment-403\" style=\"width: 1024px\" class=\"wp-caption alignnone\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-403 size-large\" src=\"https:\/\/pressbooks.bccampus.ca\/technicalwriting2ed\/wp-content\/uploads\/sites\/2569\/2019\/03\/Social-Landscape-Map-for-Traffic-Citation-System-1024x768.png\" alt=\"Mind map of various relevant parties related to a traffic citation system\" width=\"1024\" height=\"768\" \/><figcaption id=\"caption-attachment-403\" class=\"wp-caption-text\"><strong>Figure 5.5.1<\/strong> Example of a social landscape map for a new traffic citation system (<span style=\"text-align: initial;font-size: 1em\">M. Hagan, \u201c<a href=\"https:\/\/www.openlawlab.com\/2017\/08\/28\/stakeholder-mapping-the-traffic-ticket-system\/\" target=\"_blank\" rel=\"noopener\">Stakeholder mapping of traffic ticket system<\/a>,\u201d <em>Open Law Lab<\/em>, Aug. 28, 2017. CC-BY-NC-SA 4.0)<\/span><\/figcaption><\/figure>\n<p>&nbsp;<\/p>\n<p>Once you have identified the individuals, groups and organizations that may be impacted, organize them into categories or a matrix. One standard method of organizing is to determine which ones are likely to be in support of the project and which are likely to oppose it, and then determine how much power or influence each of those groups has (see <strong>Figure 5.5.2<\/strong>).\u00a0 For example, a mayor of a community has a strong level of influence. If the mayor is in full support of the project, they would go in the top right corner of the matrix. Someone who is deeply opposed to the project, but has little influence or power, would go at the bottom left corner.<\/p>\n<figure id=\"attachment_409\" aria-describedby=\"caption-attachment-409\" style=\"width: 1024px\" class=\"wp-caption alignnone\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-409 size-large\" src=\"https:\/\/pressbooks.bccampus.ca\/technicalwriting2ed\/wp-content\/uploads\/sites\/2569\/2019\/03\/Support-Influence-mapping-matrix-1024x602.png\" alt=\"\" width=\"1024\" height=\"602\" \/><figcaption id=\"caption-attachment-409\" class=\"wp-caption-text\"><strong>Figure 5.5.2<\/strong>\u00a0 Matrix mapping the influence and support level of various interested parties<\/figcaption><\/figure>\n<p>A matrix like this can help you determine what level of engagement is warranted:\u00a0 where efforts to \u201cconsult and involve\u201d might be most needed and most effective, or where more efforts to simply \u201cinform\u201d might be most useful, or even where you might try to recruit volunteers.\u00a0 You might also consider the level of knowledge each party has on the issue, level of commitment (whether in support or opposed), and resources available.<\/p>\n<h1>Levels of Consultation and Engagement<\/h1>\n<p>There are various levels of engagement, ranging from simply informing people about what you plan to do, to actively seeking consent and placing the final decision in their hands. This range, presented in <strong>Figure 5.5.3<\/strong>, is typically presented as a \u201cspectrum\u201d or continuum of engagement from the least to most amount of engagement.<\/p>\n<figure id=\"attachment_106\" aria-describedby=\"caption-attachment-106\" style=\"width: 1024px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" class=\"size-large wp-image-106\" src=\"https:\/\/pressbooks.bccampus.ca\/wp-content\/uploads\/sites\/2569\/2026\/01\/Spectrum-of-Public-Engagement-1024x117.png\" alt=\"spectrum moves from left to right: Inform, consult, involve, collaborate, empower.\" width=\"1024\" height=\"117\" \/><figcaption id=\"caption-attachment-106\" class=\"wp-caption-text\"><em><strong>Figure 5.5.3<\/strong> Spectrum of public engagement<\/em><\/figcaption><\/figure>\n<p>Depending on the type of project, the potential impacts and the types and needs of those involved, you may engage in a number of levels and strategies of engagement across this spectrum using a variety of different tools.<\/p>\n<div class=\"textbox textbox--exercises\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\" style=\"text-align: center\">Spectrum of Public Engagement<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<ol>\n<li><strong><em>Inform<\/em><\/strong>:\u00a0 Provide balanced and objective information to help people understand the project, the problem, and the solution alternatives. There is little or no opportunity at this level for providing input or helping with decision-making.<\/li>\n<li><strong><em>Consult<\/em><\/strong>: Gather feedback on the information given. Level of input can range from minimal interaction (online surveys, etc) to extensive (focus groups, etc). Can be a one-time or ongoing\/iterative opportunities to give feedback to be considered in the decision-making process)<\/li>\n<li><strong><em>Involve<\/em><\/strong>: Work directly with interested and impacted parties during the process to ensure that their concerns and desired outcomes are fully understood and taken into account at each stage. Final decisions are still made by the consulting organization, but with well-considered input from those engaged.<\/li>\n<li><strong><em>Collaborate<\/em><\/strong>: Partner with relevant parties at each stage of the decision-making, including developing alternative solution ideas and choosing the preferred solution together. Goal is to achieve consensus regarding decisions.<\/li>\n<li><strong><em>Empower<\/em><\/strong>: Place final decision-making power in the hands of those being engaged. Voting ballots and referenda are common examples. This level of engagement is rare and usually includes a small number of people who represent important community groups.<\/li>\n<\/ol>\n<\/div>\n<\/div>\n<p>Many tools are available to help structure different kinds of engagement. <strong>Table 5.5.1<\/strong> lists many options, categorized by where they fall on the spectrum.<\/p>\n<table class=\"grid\" style=\"border-collapse: collapse;width: 100%\">\n<caption>TABLE 5.5.1 Typical tools for public engagement<\/caption>\n<tbody>\n<tr>\n<th style=\"width: 33.3333%\" scope=\"col\"><strong>Inform<\/strong><\/th>\n<th style=\"width: 33.3333%\" scope=\"col\"><strong>Consult<\/strong><\/th>\n<th style=\"width: 33.3333%\" scope=\"col\"><strong>Involve \/ Collaborate \/ Empower<\/strong><\/th>\n<\/tr>\n<tr>\n<td style=\"width: 33.3333%;vertical-align: top\">\n<ul>\n<li>Public meetings<\/li>\n<li>Briefings<\/li>\n<li>News media<\/li>\n<li>Public Presentations<\/li>\n<li>Info Kiosks<\/li>\n<li>Hotlines<\/li>\n<li>Newsletters<\/li>\n<li>Bulletins<\/li>\n<li>Social media<\/li>\n<li>Websites<\/li>\n<li>Fact sheets<\/li>\n<\/ul>\n<\/td>\n<td style=\"width: 33.3333%;vertical-align: top\">\n<ul>\n<li>Public meetings, hearings, workshops<\/li>\n<li>Focus groups<\/li>\n<li>Study circles<\/li>\n<li>Interviews<\/li>\n<li>Surveys<\/li>\n<li>Opinion polls<\/li>\n<li>Questionnaires<\/li>\n<li>Social Media<\/li>\n<li>Suggestion boxes<\/li>\n<li>Comment forms<\/li>\n<\/ul>\n<\/td>\n<td style=\"width: 33.3333%;vertical-align: top\">\n<ul>\n<li>Consensus workshops<\/li>\n<li><a href=\"https:\/\/en.wikipedia.org\/wiki\/Charrette\" target=\"_blank\" rel=\"noopener noreferrer\">Charrettes<\/a><\/li>\n<li>\u201c<a href=\"http:\/\/www.theworldcafe.com\/\" target=\"_blank\" rel=\"noopener noreferrer\">World Cafes<\/a>\u201d<\/li>\n<li>Study groups<\/li>\n<li>Focus groups<\/li>\n<li>Task Force<\/li>\n<li>Think Tanks<\/li>\n<li>Advisory boards, committees<\/li>\n<li>Citizen panels or juries<\/li>\n<li>Polling<\/li>\n<li>Votes, referenda<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h1>Planning an Engagement Project<\/h1>\n<p>There is no single \u201cright\u201d way of consulting. Each situation will be different so each consultation process will be context-specific and will require a detailed plan. A poorly planned consultation process can backfire as it can lead to a lack of trust between those being engaged and the company doing the engagement. In such cases, the &#8220;engagement&#8221; can seem like a public relations stunt, or even an attempt to deceptively persuade. Therefore, it is critical that the process be carefully mapped out in advance, and that preliminary work is done to determine the needs and goals of the process and who the relevant parties are that should be involved. In particular, make sure that whatever tools you choose to use are fully accessible to all parties you plan to consult; an online survey is not much use to a community that lacks robust internet infrastructure. Consider the steps outlined below.<\/p>\n<div class=\"textbox textbox--exercises\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\" style=\"text-align: center\">Steps for Planning Your Engagement Strategy<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<p><strong>Situation Assessment<\/strong>: Who needs to be consulted about what and why? Define internal and external parties, determine their level of involvement, interest level, and potential impact, their needs and conditions for effective engagement.<\/p>\n<p><strong>Goal Setting: \u00a0<\/strong>What is your strategic purpose for consulting at this phase of the project? Define clear understandable goals and objectives for the role of those participating in the consultation and decision-making processes. Determine what questions, concerns, and goals the participants will have and how these can be integrated into the process.<\/p>\n<p><strong>Planning\/Requirements:<\/strong> Based on situation assessment and goals, determine what engagement strategies to use and how to implement them to best achieve these goals. How will you promote the engagement event to ensure appropriate attendance? Ensure that strategies consider issues of accessibility and inclusivity and consider the needs of vulnerable populations. Consider legal or regulatory requirements, policies, or conditions that need to be met. Determine how you will collect, record, track, analyze and disseminate the data.<\/p>\n<p><strong>Process and Event Management:<\/strong> determine how you will keep the planned activities moving forward and on-track, and adjust strategies as needed.\u00a0 Make a plan for recording of responses of participants and tracking documentation.<\/p>\n<p><strong>Evaluation<\/strong>: Design an evaluation metric to gauge the success of the engagement strategies; collect, analyze, and act on the data collected throughout the process. Determine how will you report the results of engagement process back to the participants.<\/p>\n<\/div>\n<\/div>\n<p>As you can see from the above list of steps , consultation and engagement processes require strong communications skills. Effective communication is the foundation for meaningful engagement, which relies on the following skills:<\/p>\n<ul>\n<li><strong>Written and Visual Rhetoric<\/strong>: Creating and disseminate useful written and visual information that will interest relevant parties in participating in the consultation<\/li>\n<li><strong>Interpersonal and intercultural skills:<\/strong> Relate to people in face-to-face situations, developing meaningful relationships, building trust, and actively listen to those being engage; making participants feel comfortable and secure;\u00a0 being mindful of cultural factors that may affect interest level, accessibility, impact, values, or opinions.<\/li>\n<li><strong>Public speaking:<\/strong> presenting information to large audiences in a comfortable and understandable way. The ability to present effective visual information that assists the audience\u2019s understanding<\/li>\n<li><strong>Active Listening:<\/strong> The ability to focus on the speaker and react in ways that provide them with the time and safety needed to be heard and understood. The ability to report back accurately and fully what you have heard from participants.<\/li>\n<\/ul>\n<h2>Engaging Responsibly<\/h2>\n<p>Engagement and consultation activities in a university setting may require <strong>Human Research Ethics Approval<\/strong>, which is a complex process. Collecting data from human participants is a form of \u201chuman research\u201d and you must be aware of and follow strict ethical guidelines of your academic institution. Doing this is part of your responsibility to maintain academic integrity. Thus, if you plan to implement an engagement strategy such as conducting surveys or interviews with participants outside of your class, please make sure you have explicit permission from your instructor before you begin, and that you are following the Human Research guidelines of your institution.<\/p>\n<p>In Canada, post-secondary educational institutions must ensure that all research involving humans conducted at that institution complies with the <a href=\"https:\/\/www.homelesshub.ca\/resource\/tri-council-policy-statement-ethical-conduct-research-involving-humans-tcps2\" target=\"_blank\" rel=\"noopener noreferrer\">Tri-Council Policy Statement<\/a>. These rules are in place to protect people and communities from potential risk or harm and to ensure ethical conduct while doing research.<\/p>\n<p><strong>Please note:<\/strong> Engagement and consultation with certain groups and communities requires specialized knowledge and should only be undertaken by engagement professionals who have had the requisite training to engage respectfully with vulnerable or marginalized groups about sensitive issues. For more information, see the following resources:<\/p>\n<p style=\"padding-left: 40px\"><strong>Cana Uluak itchuaqiyaq<\/strong>:\u00a0 <a href=\"https:\/\/www.itchuaqiyaq.com\/\" target=\"_blank\" rel=\"noopener\">Equipping Organizations, Researchers, and Educators in Effective, Equitable, and Respectful Engagement with Marginalized Knowledges, Communities, and Issues<\/a><\/p>\n<p style=\"padding-left: 40px\"><strong>Brenden Boyd and Sophie Lorefice<\/strong>: <a href=\"https:\/\/journalhosting.ucalgary.ca\/index.php\/sppp\/article\/view\/NC%20-%206\" target=\"_blank\" rel=\"noopener\">&#8220;Understanding Consultation and Engagement with Indigenous Peoples in Resource Development<\/a>.&#8221; <em>The School of Public Policy Publications<\/em>, vol. 12(22), 2019.<\/p>\n<p style=\"padding-left: 40px\"><strong style=\"font-size: 0.95em\">Dimayuga, D. McGregor, &amp; K. Murphy<\/strong><span style=\"font-size: 0.95em\">. &#8220;<a href=\"https:\/\/link.springer.com\/article\/10.1186\/s13705-023-00382-8\" target=\"_blank\" rel=\"noopener\">A review of collaborative research practices with Indigenous Peoples in engineering, energy, and infrastructure<\/a>.&#8221; <em>Energy, Sustainability and Society<\/em>, vol.13(1), 2023. pp.\u00a0 1\u201317.<\/span><\/p>\n<p>University of Victoria\u2019s \u201c<a href=\"https:\/\/www.uvic.ca\/campusplanning\/assets\/docs\/grandprom-docs\/uvic-grand-promenade-engagement-plan.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Campus Greenway Engagement Plan<\/a>.\u201d<a class=\"footnote\" title=\"University of Victoria Campus Planning and Sustainability, \u201cEngagement plan for: The University of Victoria Grand Promenade landscape plan and design guidelines,\u201d Campus Greenway [Online]. Available: https:\/\/www.uvic.ca\/campusplanning\/current-projects\/campusgreenway\/index.php\" id=\"return-footnote-2828-2\" href=\"#footnote-2828-2\" aria-label=\"Footnote 2\"><sup class=\"footnote\">[2]<\/sup><\/a>\u00a0 offers an example of an engagement project on campus. A significant step in this plan &#8212; a Design Charrette &#8212; was implemented in the fall of 2018; the results of that engagement activity, presented in a <a href=\"https:\/\/www.uvic.ca\/campusplanning\/current-projects\/campusgreenway\/grand-promenade-design-charrette-summary.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Summary Report (.pdf)<\/a> <a class=\"footnote\" title=\"University of Victoria Campus Planning and Sustainability, &quot;The Grand Promenade Design Charrette: Summary Report 11.2018,&quot; Campus Greenway [Online]. Available: https:\/\/www.uvic.ca\/campusplanning\/current-projects\/campusgreenway\/index.php\" id=\"return-footnote-2828-3\" href=\"#footnote-2828-3\" aria-label=\"Footnote 3\"><sup class=\"footnote\">[3]<\/sup><\/a> resulted in changes and augmentation of the original plan based on participant feedback. Most notably, participants did not like the term &#8220;Grand Promenade&#8221; and the whole project we renamed the Campus Greenway.<\/p>\n<hr class=\"before-footnotes clear\" \/><div class=\"footnotes\"><ol><li id=\"footnote-2828-1\">C. Driscoll and M. Starik, \u201cThe primordial stakeholder: Advancing the conceptual consideration of stakeholder status for the natural environment,\u201d <em>Journal of Business Ethics<\/em>, vol. 49, no. 1, 2004, pp. 55-73. Available: <a href=\"https:\/\/doi.org\/10.1023\/B:BUSI.0000013852.62017.0e\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/doi.org\/10.1023\/B:BUSI.0000013852.62017.0e<\/a>  <a href=\"#return-footnote-2828-1\" class=\"return-footnote\" aria-label=\"Return to footnote 1\">&crarr;<\/a><\/li><li id=\"footnote-2828-2\">University of Victoria Campus Planning and Sustainability, \u201cEngagement plan for: The University of Victoria Grand Promenade landscape plan and design guidelines,\u201d Campus Greenway [Online]. Available: <a href=\"https:\/\/www.uvic.ca\/campusplanning\/current-projects\/campusgreenway\/index.php\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/www.uvic.ca\/campusplanning\/current-projects\/campusgreenway\/index.php<\/a>  <a href=\"#return-footnote-2828-2\" class=\"return-footnote\" aria-label=\"Return to footnote 2\">&crarr;<\/a><\/li><li id=\"footnote-2828-3\">University of Victoria Campus Planning and Sustainability, \"<a href=\"https:\/\/www.uvic.ca\/campusplanning\/current-projects\/campusgreenway\/grand-promenade-design-charrette-summary.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">The Grand Promenade Design Charrette: Summary Report 11.2018,<\/a>\" Campus Greenway [Online]. Available: <a href=\"https:\/\/www.uvic.ca\/campusplanning\/current-projects\/campusgreenway\/index.php\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/www.uvic.ca\/campusplanning\/current-projects\/campusgreenway\/index.php<\/a> <a href=\"#return-footnote-2828-3\" class=\"return-footnote\" aria-label=\"Return to footnote 3\">&crarr;<\/a><\/li><\/ol><\/div>","protected":false},"author":254,"menu_order":5,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":["suzan-last"],"pb_section_license":""},"chapter-type":[],"contributor":[58],"license":[],"class_list":["post-2828","chapter","type-chapter","status-publish","hentry","contributor-suzan-last"],"part":60,"_links":{"self":[{"href":"https:\/\/pressbooks.bccampus.ca\/technicalwriting\/wp-json\/pressbooks\/v2\/chapters\/2828","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.bccampus.ca\/technicalwriting\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.bccampus.ca\/technicalwriting\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/technicalwriting\/wp-json\/wp\/v2\/users\/254"}],"version-history":[{"count":26,"href":"https:\/\/pressbooks.bccampus.ca\/technicalwriting\/wp-json\/pressbooks\/v2\/chapters\/2828\/revisions"}],"predecessor-version":[{"id":3645,"href":"https:\/\/pressbooks.bccampus.ca\/technicalwriting\/wp-json\/pressbooks\/v2\/chapters\/2828\/revisions\/3645"}],"part":[{"href":"https:\/\/pressbooks.bccampus.ca\/technicalwriting\/wp-json\/pressbooks\/v2\/parts\/60"}],"metadata":[{"href":"https:\/\/pressbooks.bccampus.ca\/technicalwriting\/wp-json\/pressbooks\/v2\/chapters\/2828\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.bccampus.ca\/technicalwriting\/wp-json\/wp\/v2\/media?parent=2828"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/technicalwriting\/wp-json\/pressbooks\/v2\/chapter-type?post=2828"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/technicalwriting\/wp-json\/wp\/v2\/contributor?post=2828"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/technicalwriting\/wp-json\/wp\/v2\/license?post=2828"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}