Stakeholder Analysis for Development Project

This assignment requires you to conduct a comprehensive stakeholder analysis for a proposed development project involving a dam on the Mekong River. You must identify and profile various stakeholders, including activists, government officials, business representatives, and local communities. For each stakeholder, analyze their role in the project, their priorities and preferences (e.g., environmental protection vs. economic gain), influential factors, communication styles, and any potential conflicts of interest. This analysis will provide valuable insights into the complex dynamics surrounding the project and inform effective stakeholder engagement strategies.

PART ONE
PORTFOLIO
Energy & Procurement Department Oil & Gas Programme
Project / Placement Design & Implementation Spring 2017
PPDI5039
ETHIC REVIEW AND LEARNING CONTRACT
Student Name-: Olufemi Salami
ID -: 42943

Learning Contract Level 5 Project
Section 1: Student and course details
Name: Olufemi Salami
Student ID #: 42943
Tutor: James Milne
Project/Placement: Simulation
Section 2: Focus
Aim/Problem Statement
The aim of this learning contract is to identify roles between me and my Tutor - James Milne and set
expectations for the work based learning. For this I would be using my acquired skills for developing
new competencies in the following areas:
 Team work
 Planning
 Data Analysis
 Feedback coverage
The contract involves an understanding of the simulation of the project environment
for hydroelectric power plant construction project.
According to Gibbs (1998), only learning is not enough unless a student also reflects
upon his or her learning. Gibbs has created a Reflective Cycle that can be used for
identifying learning outcomes on a project (Gibbs, 1988).
Learning Outcomes
As a result of this project I am able:
1. Build a portfolio of evidence using a range of methodologies and activities (log
books; critical incident diaries; employer or supervisor feedback).
2. Identify and articulate the development of work related skills mapped to
evidence drawn from either the project or placement.
3. Demonstrate knowledge and understanding of the background and context
relative to the chosen project or placement opportunity.

4. Evaluate the effectiveness of preparation and planning undertaken prior to the
placement or project implementation.
Section 3: Justification
Click here to enter text.
Learning can be influenced by several factors and several people including practical
and theoretical forms of teaching, internal factors and external factors. However, the
responsibility of learning is majorly on the student. The aim of this project was to
learn the skills and competencies I need in my career. The core competencies that I
have gained from the experience on this project would help in following ways:
Team work: In any job, I would need to work with teams that have to collaborate to
produce good results and thus, learning team work would also add a value to my
skills.
Planning: Effective planning is the start of a successful project and thus, it is
considered as one of the most essential skills a project manager needs to have.
Data Analysis: Today’s projects are data driven such that big decisions are taken
based on data so if I have an understanding of data analysis, I would be able to
understand what is happening on a project from the data and would be able to take
good decisions as a project manager in my career.
Feedback: From this project, I was able to learn how to provide and receive
feedback constructively which acted as a good learning tool as well as served as a
help to evaluation of my skills. This would help me become a better performer in a
project setting (Bannister, 2002).
My current work on the project would give me the opportunity to develop each of
these competencies. For this, I would participate on the project activities like getting
stakeholder buy-in and negotiating key decisions with the stakeholders.
I have already used some methods for self-analysis such as Johari Window and
Clifton test that have helped me identify my strengths, weaknesses, and the
opportunities I have as a learner. This self-awareness would help me achieve skills
in an effective manner.
Section 4: Methods
I have chosen simulation as my method pathway. The reason is because simulation
can provide a practical learning using real life experiences such that I would be
learning by doing. This would expose me to the challenges in the project
environment and would give me an understanding of how these challenges affect a
project and how they are dealt with. Simulation is a kind of work based learning that

can be used for bridging the gap between the theoretical understanding and practical
learning.
There were other methods available that I could explore such as case study analysis
which is an analytical tool but it is more of a theoretical approach to learning and
thus, could not give a real life experience. Another learning method I could use is
through an internship program or placement in an organization which could have
been a longer path and needed more dedication. I needed to give commitment to the
organization for learning so that they are benefited by my contribution. This would
have been a great learning opportunity but it has constraints and ethical concerns
(McAteer, et al., 2010).
Simulation provides a learning environment which is close to such an arrangement
but does not have the constraints like a placement program. It is an immersive
experience which would give me a good experience and learning through enhanced
communication. As per McGill and Beaty (2001), simulation is an action based
learning as it uses a continuous process of learning and reflection between students
that come together as a team (McGill & Beaty, 2001).
I am going to create and maintain a log book and a journal during my learning
experience through simulation and these would act as the evidences for my learning.
These tools would help me record my ideas, thoughts, experiences, actions, and
feelings. With team, I would also maintain a critical incidence diary to record events
that needed a deeper exploration.
Section 5: Timetable
Simulation would take 4 weeks while the project in total would take 12 weeks. It is
essential the plan the tasks before executing them and define timeline that is
sufficient to complete the project. The tasks that would be involved in the project with
the expected time they would be completed in are presented in the timetable shown
in the Appendix C.
In the initial 3 weeks, I would be revising the modules that I have learnt in the class
including Project/Placement Design and Implementation (PPDI5039) and Evaluation
and Reflection (EVRE5017) as the theories discussed in these modules would help
me build a foundation for understanding the project in the real setting.
The simulation would start in the 4th week of the project and would go on till 7th
week. In the first week, warm up exercises would be done in order to get used to the
simulation environment. For warm up, the project team would have discussions on
the project and would plan a weekly strategy for execution that would help us
achieve the aims of the project (Edmondson, 2012).

In the third week, actual simulation would be run which would help us gain a better
understanding of team work as everyone in the team would be given a chance to
express oneself for contributing to the project. In the week 3, the team would collect
all the project data necessary to take decisions on the strategy to be used for
simulation. This data would be evaluated in the week 4 and final decisions would be
made on the strategy to be used. During simulation, I would prepare and maintain
learning logs, skills grids, and critical incident report that would serve as an evidence
of my learning and would also help me collate the learning journal and final project
report (Moon, 2004)
Section 6: Evidence of accomplishment
By the end of this project I will produce a portfolio containing:
 The learning contract and associated appendices
 Project report
 Log books
 Critical incident diaries
 Tutor feedback
 Skills Grid
 Learning Journal
Section 7: References
Bannister, S., 2002. Developing Objectives and Relating them to Assessment , s.l.:
University f Western Australia .
Edmondson, A. C., 2012. Teaming to Innovate, New York: John Wiley and Sons.
Gibbs, G., 1988. Learning by Doing: A Guide to Teaching and Learning Methods.,
s.l.: Oxford Further Education Unit.
McAteer, M., Hallett & F. Murtagh, L., 2010. Achieving your Masters in Teaching and
Learning, s.l.: Exeter.
McGill, I. & Beaty, L., 2001. Action Learning: A Guide for Professional, Management
& Educational Development... 2nd ed. s.l.:Abingdon: Routledge Falmer.
Moon, J. A., 2004. Learning journals: A handbook for academics, students and
professional development. s.l.: Abingdon: RoutledgeFalmer..

Section 8: List of appendices to this learning contract
Appendix A
Appendix B

Signed: Tutor/Supervisor
Signed: Student
Date:

Ethics Review Form
Name: Olufemi Salami
Student ID #: 42943
Tutor: James Milne
Project/Placement: Simulation
This checklist should be completed by the Student undertaking a project/placement design
and implementation Module which involves human participants and must be discussed with
the project/case study Tutor/supervisor and the form must be verified and signed by the
project/case study Tutor/supervisor.
This ethical form will identify if ethics approval needs is required to be submitted to the
Ethics Committee. For ethics policy you are required to read your programme handbook and
visit GSM London website for all the policies before completing the Ethics Review Form. It is
your responsibility as a learner on the project/case study to exercise appropriate
professional judgement on the Ethics Review Form and familiarise yourself with GSM
London Ethics policy.
Project/Placement Option: SIMULATION
Student name and ID: 42943
E-mail address: [e-mail]
Programme: PPDI
Module: Level 5
Tutor/Supervisor name: James Milne
Tutor/ Supervisor E-mail address: Yes No
1. Will the case study you are working involve sensitive information?
3. Could the case study you are working induce psychological stress or
anxiety, or cause harm or negative consequences, beyond the risks of
everyday life to anyone?
4. If you are collecting information or data in this case study, will anyone
involved be unable to give informed consent (e.g. people with learning
disabilities?

5. Are you collecting information that do not give participants the right to
remain anonymous, or to have the information they give not
identifiable as theirs?
6. Will financial inducements (other than reasonable expenses and
compensation for time) be offered to participants for collecting
information?
7. Will deception be necessary during the case study to access
information or data?
8. Does the case study involve access to confidential information?
10. Will the right to withdraw from providing information or data from
individuals withheld, or not made explicit?
If the answer to any of the above questions is yes, you have to apply for Ethics approval
from GSM London Research Ethics Committee. If the answer to the above questions are no,
you will still be required to have this Ethics Review Form reviewed and signed by your
Tutor/supervisor. You Tutor/supervisor will discuss the details of any ethical implication and
advise where appropriate. You will be required to keep the signed copy of Ethical Review
Form and submit it as appendices in your final report/portfolio. It is your responsibility to
follow the guidelines of the ethics policy, programme and Module requirements. If you need
any clarifications with regards to ethics approval, you need to discuss with your
Tutor/supervisor.
All materials submitted will be treated confidentially.
I have read and understood the above guidelines and procedures set in GSM London
ethics policy and procedures.
Signed: Tutor/Supervisor
Signed: Student
Date:

Weekly Learning Log
Name: Olufemi Salami
Student ID #: 42943
Tutor: James Milne
Project/Placement: Simulation
WEEK NUMBER: DATES:
Day/date: Nature of Work and Time:
Activities
Deciding and developing
stakeholder Engagement
strategy
What did I learn or gain from these activities?
Relate this analysis in relation to knowledge and
understanding; cognitive skills; and graduate skills.
It helped me understand the expectations and
needs of stakeholders as well as learn how they
can be incorporated in a project while deciding
simulation strategy.
Revise modules I got the theoretical knowledge of how simulation
works and how simulation projects can be
handled.
Negotiation Learning contract
I could understand what all can be included in the
learning contract which reflected upon the
essentials that I must learn.
Understanding simulation
Environment It helped me gain an understanding of the
simulation environment so that I could decide
how project can be executed in the given
simulation environment
Defining and developing
simulation strategy
This helped me to explore different ways
simulation can be done and take a decision on
what type of simulation work would be most
appropriate for the given project
Any other comments:
……………………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………………

Your own Skills Grid:
Skill What I
learned?
Where &
When I
learned?
How I
learned?
Evidence Location of
evidence
Progression.
What next?
Communications
Problem solving
Conflict
management
Negotiation and
persuading
Time
Management
How to
communicate
with group
members
effectively
How to solve a
problem within
a group,
problem like
miss-
communication
within member
How to resolve
argument with
the group
member
How to
persuade and
come to
conclusion with
members
I was able to
keep meeting
time
During our
simulation
in class
During our
simulation
Simulation
period
Simulation
period
During
simulation
I learned
through
the
feedback
from
member
From
behaviours
of group
members
Some
member
want to
have final
say at all
time
Reactions
of group
members
Good
feedback
from group
member
A good
progress in
our
simulation
task
I learned not
to allowed
member
attitudes to
affect my
contribution
I learned
how to
encourage
people in
other to
achieve my
goals
Task is
completed
A lot of
changes and
reflections
on our
simulation
task
We are
coming to
conclusions
Approaching
to
conclusion
I and my
group
member are
coming to
conclusion
on our task
given.
How to
negotiate
and
confused the
stakeholders
We still
have
problem
with some
stakeholders
Some
stakeholders
are difficult
to deal with

Team working

PART TWO
PROJECT REPORT
Hydroelectric Dam Laos
The Intercultural Stakeholder Engagement Simulation
Name-: Olufemi Salami
ID-: 42943

Project Report
Background
The project involved construction of a Hydroelectric Power plant at Nam Kading with
experienced partner’s involvement on the project and consultation from external parties.
The project started some 5 years ago and is at the stage where a draft plan has been
submitted for the construction which needs to be revised for the benefit of the company
and the nearby community.
Models & theories
Project phases
Preparation
In this stage of the project, the existing options were deeply explored to understand what
impacts they would have on the project outcome and the environment. There were two
sites proposed for the construction of the dam including Site A at the Nam Kadin River
which would result into flooding of the village and thus the 4,300 villagers had to be
displaced from their existing location to a safer place. The other option was the site B which
involved construction of the bridge at Nam Mouan River in which case, the burial site would
be flooded which thus, have to be either replaced or let go of if the costs are not justified. In
either case, the production of power at this dam would be 30% lesser than the site A
because more water is available at this site (Vannin, 2012).
The project management had an already existing development plan but it could be changed.
There were options to construct dam at one of the chosen sites or at both the sites with
differential impacts of the decision. Moreover, the investment options could also be chosen
from minimum to maximum and community involvement from low to high.
Implementation
For the implementation of the project, the first step taken was the modification of the
drafted plan based on the preferences of the project manager decided based on the
stakeholder needs. Thus, the initial options were communicated to the stakeholders and
their views were taken. These views were recorded and used for the evaluation of the
options available for the construction project such that a decision can be arrived at for the
development project.
Various stakeholder views were taken into consideration and their preferences were
understood. Each stakeholder had a different position on the project and thus could
influence or get affected by the project at different levels. The stakeholders included:
 Sharon Brown who was the Executive Director of Hydro Con for Asia Pacific region.
She is the largest stakeholder and the financial profit and loss balance sheet has to

be reported to her. She has an optimistic nature and confronts issues immediately
(Griffiths, et al., 2008).
 Thongsavath Boupha who was the Energy Minister with the Laotian Government has
a 35% stake on the project. The project outcome can have a significant impact on his
career as his re-election would be influenced by the project outcome. He is a process
oriented person and is very ambitious
 Tanipat Thinnakorn who was the Project head of PTE which is a Thai Energy
Corporation. PTE is a minor shareholder on the project and is also a supplier of the
distribution infrastructure that is to produce power. His team thinks he is very
talented and the project outcome can add to his credentials giving him an
opportunity to grow.
 Birgitt Hanssen who was the fund manager at Investment Fund of Norway which has
an experience of 10 years for providing funding. She is very efficient and does not
spend much time explaining her views
 Michele Chow who was the Project Director from the World Bank was interested in
understanding the impact of the project on the community, environment and
business. He is somewhat diplomat and supports lean energy investments
 Mr. Soulivong who was a Director of Provincial Agriculture and Forestry Office in the
Kading region was overlooking at the project regulatory procedures as his firm was
responsible for enforcement of regulatory policies on the project. He has sympathy
with villagers and good political links with the local government (Bourne, 2010)
 Keo Xayavong is a leader of the village and has been in the position since past 20
years. He is fond of his heritage and is very popular. He is interested in the welfare of
the villagers.
 François Delors who was the Construction subcontractor with DEVELA SA which is a
French construction company and is awarded the primary contract for the current
development. He is hard working, can get work done from people, understands
needs of locals, have travelled to places and gets along with people easily.
 Buk Phongvonsa who was the Union Leader was interested in following labour la
demands and improve worker rights. He has been a leader since past 5 years and
protection of the employment is his first priority
 Josephine Candor was the Professor of Archaeology and is a strong researcher who is
worried about the protection issues at the construction site.
 Kai Chareonkul who was the Environmental Impact Expert has studied abroad and
specialises the region as he has lot of contacts. He is system oriented and forward
looking person (Harrison & Wicks, 2013).
 Gert Offerbach who was an activist from EcoAction, which is a local NGO working on
environmental issues. Gert has only recently joined the team in the region
 Daniel Fairbanks who works as a Bureau chief in a International News Agency that
delivers news to community. He has a habit of exploring full stories around and can
also generate controversies.

Evaluation
The evaluation was based on the different impacts and other decision factors that were
influenced by the development approach. There were certain decision elements that were
identified and data was collected on the same for making the assessment of each option.
These included:
 The location of the site in terms of its differential impacts on the business and the
community. Site A would produce more power but would also demand relocation of
the people living nearby which would add to the development costs as well as cause
disturbance to the community.
 The impact of the construction of the fish ladders in the region.
 The investment needed for the community development activities such as road and
transportation development for the communities living nearby (Leeuw & Vaessen,
2009)
 Transmission lines development for the enhancement of the regional infrastructure
 Construction process investment that the management is willing to make
 The impact of the construction of the dam on the landscape could be reflected
through displacement of people due to flooding and the impact on the fish
population. The site A construction would lead to a displacement of 1,500 villagers
and affect 60% of the fish population in the region
 Risks of accidents in the case of the site A project site is 5%
 Employment that would be provided to the people living in the region as a result of
the project through creation of 3080 jobs (Riché, 2007)
 An annual energy output of 175 GWh would be produced with Site A construction
which is 30% more than the production from the site B.
 The profitability of the project for the company Hydro Con as a result of the
development project would be $ 110 000 in case of Site A development
 $24, 200 would be paid as corporate taxes that would be levied at various occasions
on the project as a result of chosen location and plan (Bannister, 2002).
Skills Developed
While the project was executed in the simulation, I was able to develop certain skills that
included:
Team work: As the project needed an evaluation to be made on the basis of a
number of decision elements as well as an understanding of the stakeholder
perspectives, a lot of brainstorming had to be done between the team. This needed
everyone’s active involvement such that a consensus can be arrived at for the choice
of the option for the development of the project (Edmondson, 2012). Each team
member was allocated responsibility of studying specific aspects of the project
including different decision elements and stakeholder needs. I was able to learn how

project teams work together and collaborate on a project where activities are
interdependent (MHC, 2006).
Planning: An extensive planning was needed to be done for the project which
involved evaluation of the project objectives, decisions on the community
involvement, decision on the funding, decisions on the way stakeholders would be
involved on the project during planning and development. I learned that on a project,
planning is a very important part and needs a very careful look at all the present as
well as future aspects of the project (Bannister, 2002). The outcomes, influences and
impacts have to be assessed based on the predictions for the future which needs a
great deal of involvement of experts from the field. I was able to develop skills of a
planner which included exploration of all the project management aspects, data
gathering, stakeholder communication and understanding, evaluation of options,
identification of methodologies and tools for development and chalking out of a
timeline and tasks for the project development (Moon, 2004).
Data Analysis: The project involved collection of a lot of data that would affect the
decisions on various aspects of the project. This data was related to power
production, site impacts on community, community involvement, funds availability,
development needs, and environmental impacts on fisheries, employment
generation, and more. The data was to be analysed in order to take a decision on
the site options, funding preferences, and stakeholder involvement. This exercise
helped me learn how data is analysed and how the outcome of analysis can help in
decision making.
Actions not taken
The project involved decision making on the site options, investment opportunities and
community development. The team did brainstorming on all the decision elements and
stakeholder needs to arrive at an appropriate decision and identify a right strategy for
project development and management (Tarricone & Luca, 2002). However, there were
some actions that were not taken by the team for the current project and these included:
 The stakeholder perspectives were assumed from the understanding of the
background and interest in the project but their views or perspective about the
project were not actively taken from them (Gibbs, 1988)
 The team also did not involve exploration of the business impact of the project in
depth except some profitability figures that were explored as they were available
with the case
Lessons learned
I have learnt some lessons from the activities involved on the project and these included:

 The nature of the stakeholder can greatly impact how the stakeholder would
respond to the project and what influences he or she would have on the project
 Major conflicts can arise if the project stakeholders are not understood in terms of
their roles, responsibilities, influence on the project, and behaviour (McGill & Beaty,
2001).
 Every stakeholders communication need and availability has to be understood
before a communication plan can be made failing which the communication strategy
may not remain effective enough
 When there are a lot of decision elements involved on a project, the team work plays
a great role as brainstorming gives an opportunity for the team to look at all possible
perspectives for investigation
 Stakeholder interests are always conflicting at certain point such that one
stakeholder may be interested in one thing while the other stakeholder would be
interested in another thing that could be affected negatively by the first stakeholders
interest. In order to reduce the conflicts, it is essential that a balance is created such
that most stakeholder needs are satisfied or are communicated to them to seek
minor adjustments (McGill & Beaty, 2001).
 The knowledge, experience and skills of the project team members can have a great
impact on the project outcome and their quality.
 The recording of the activities done on the project and their reflection can help a lot
in the process of learning from a real project
 Simulation projects may have some limitations as the real people could not be
involved and project decisions are taken only superficially but does give a close
experience to a real project which can help a team understand the project related
challenges and other essential aspects of the project practically.
CONCLUSION
The project involved construction of a power plant that had started five years back and
needs upgrade as per the drafted plan. The report identified key phases of project that
included preparation of project environment, implementation of plan based on stakeholder
needs, and evaluation of project impacts. I the process, I could develop some skills like team
work, planning, and data analysis. I worked in a team that took major decisions on site
options, investments and community development to develop strategies. However, some
actions initially defined in the plan were skipped such as talking to stakeholders to get their
perspectives and exploration of business impact in depth. By working on this project, I
learned some lessons. I found that stakeholders can influence project outcomes and
conflicts can be caused if they are not given enough considerations. I also understood that a
lot of decision elements are involved in a project for which brainstorming is needed. Also,
recording of activities completed and reflection can help in the process of learning.

Simulation, which I used as the core method for learning, is an active method of learning,
that can help a team learn practicalities of the project.
Section 7: References
Bannister, S., 2002. Developing Objectives and Relating them to Assessment , s.l.: University f
Western Australia .
Bourne, L., 2010. STAKEHOLDER RELATIONSHIP MANAGEMENT: Using the Stakeholder Circle
methodology for more effective stakeholder engagement of senior management, Rio de Janeiro,
Brazil. : Stakeholder Management Pty Ltd.
Edmondson, A. C., 2012. Teaming to Innovate, New York: John Wiley and Sons.
Gibbs, G., 1988. Learning by Doing: A Guide to Teaching and Learning Methods., s.l.: Oxford Further
Education Unit.
Griffiths, J., Maggs, H. & George, E., 2008. Stakeholder Involvement, s.l.: WHO.
Harrison, J. S. & Wicks, A. C., 2013. Stakeholder Theory, Value, and Firm Performance. Business
Ethics Quarterly, 23(1), pp. 97-124.
Leeuw, F. & Vaessen, J., 2009. Impact Evaluations and Development, s.l.: Maastricht University.
McAteer, M., Hallett & F. Murtagh, L., 2010. Achieving your Masters in Teaching and Learning, s.l.:
Exeter.
McGill, I. & Beaty, L., 2001. Action Learning: A Guide for Professional, Management & Educational
Development... 2nd ed. s.l.:Abingdon: Routledge Falmer.
MHC, 2006. Multidisciplinary Team Working: From Theory to Practice, s.l.: MHC (Mental Health
Commission ).
Moon, J. A., 2004. Learning journals: A handbook for academics, students and professional
development. s.l.: Abingdon: RoutledgeFalmer..
Riché, M., 2007. Theory Based Evaluation: A wealth of approaches and an untapped potential, s.l.:
European Commission.
Tarricone, P. & Luca, J., 2002. Successful teamwork: A case study, Perth, Australia: Edith Cowan
University.
Vannin, R. E., 2012. Procedure Notes For Management of Construction Projects, s.l.: Isle of Man
Government.

Case Study Log
Name: Olufemi Salami
Student ID #: 42943
Tutor: James Milne
Project/Placement: Simulation
Date of
event
What was the
development
activity?
What was I
expecting to learn?
What have I
learned?
How will I apply this
learning?

Incident Log Sheet
Name: Olufemi Salami
Student ID #: 42943
Tutor: James Milne
Project/Placement: Simulation
Incident:
Date Time Event/Action Taken What did I learn?

STAKEHOLD
ER
Sharon
Brown
Executiv
e
Director,
Hydro
Con
Thongsav
ath
Boupha
Energy
Minister,
Laotian
Governm
ent
Tanipat
Thinnakor
n
Project
Head,
PTE Thai
Energy
Birgitt
Hanssen
Fund
manager
,
Investme
nt
Fund of
Norway
Michele
Chow
Project
Director,
World
Bank
Mr.
Soulivong
Director,
Provincial
Agricultur
e &
Forestry
Office
Keo
Xayavong
Village
leaderRole/
organisation
Estimated
Importance High High High High High Medium Medium
RATIONAL
Priorities and
preferences
for the site
development
plan, e.g.
dam sites,
energy,
profit,
employment
etc.
Profit Employm
ent and
develop
ment for
the
people
and also
Profit
through
income
on Tax
Promotio
ns and
Employm
ent and
developm
ents
Profit Profit Environm
ental
protection
Environm
ental
protection
also
developm
ent
SOCIAL/POLITCAL
Which
stakeholders
influence
them
Mr
Thongsa
vath
Boupha
Mr
Tanipat
Thinnako
rn
Mrs
Birgitt
Hanssen
Mr
Michele
Chow
Mrs
Sharon
Brown
Mr
Tanipat
Thinnako
rn
Mr Keo
Xayavong
Mr
Chareonk
ul
Mr
Thongsav
ath
Boupha
Mr
Francois
Delors
Mr Buk
Phongvon
sa
Mr
Michele
Chow
Mrs
Sharon
Brown
Mrs Birgitt
Hanssen
Mrs
Sharon
Brown
Mr Keo
Xayavong
Mrs
Josephine
Candor
Mr Gert
Offerbach
Mr
Thongsava
th Boupha
Mr
Tanipat
Thinnakro
n
Mr
Soulivong
Mrs
Josephine
Candor
Mr Kai
Chareonk
ul
Mr Gert
Offerbach
Mr Daniel

Fairbanks
COMMUNICATION
e.g. form and
frequency
preferences,
being
involved,
how they are
“handled”
Emails
Telepho
ne
Meetings
Email
Telephon
e
Meetings
Email
Telephon
e
Meetings
Email
Telephon
e
Meetings
Email
Telephone
Meetings
Email
Telephone
Meetings
Email
Telephone
Meetings
PERSONAL CHARACTERISTICS
e.g. hidden
or personal
agendas,
cultural
aspects
She as a
hard
driving
corporati
on
leadershi
p in
construc
tion
business
and she
has been
a
successf
ul
woman
in all her
project
He is a
smart
and goal
oriented
professio
nal
bureaucr
at. He
has a
political
career to
protect.
He is a
successful
business
man in
Thai, he
had a
distinguis
hed
career at
PTF.
She is an
exceptio
nal sharp
and
decisive
professio
nal, she
has a
superior
analytica
l
assessm
ent and
also a
good
planning
skills.
She is non-
confrontati
onal in her
attitude,
she is a
strong
supporter
of clean
energy
investment
in the
region.
Mr
Soulivong
is a quiet
local
Leottian
who takes
pride in
his job. He
is well
known to
the
villagers
and also
have
connectio
n with the
local
officer in
the
region.
He is wise
elderly
man who
is proud of
his
heritage.
STAKEHOLD
ER
Francois
Delors-
constru
ction
subcont
rator,DE
VELA SA
Buk
Phongv
onsa
Union
leader,
Constru
ction
workers
Josephine
Candor
Professor of
Archaeolog
y
Kai
Chareonkul
Environmenta
l Impact
Expert
Gert
Offerbach
Activist,
EcoAction
Daniel
Fairbanks
Bureau
chief,
International
News
Agency
Role/
organisation
Estimated
Importance High Medium Medium Medium Medium High
RATIONAL

Priorities and
preferences
for the site
development
plan, e.g. dam
sites, energy,
profit,
employment
etc.
Empl
oym
ent
and
pro
moti
on
Employment Environmen
tal
Protection
Environmenta
l Protection
Environm
ental
Protectio
n
All the
Stakeholders
SOCIAL/POLITCAL
Which
stakeholders
influence
them
Mr
Tani
pat
Thin
nako
rn
Mr
Buk
Pho
ngvo
nsa
Mr Francois
Delors
Mr Kai
Chareonkul
Mr
Offerbach
Mr Daniel
Fairbanks
Mr Keo
Xayavong
Mr Tanipat
Thinnakorn
Mr
Soulivong
Mr Gert
Offerbach
Mrs Josephine
Candor
Mr Soulivong
Mr Kai
Chareonk
ul
Mr Daniel
Fairbanks
Mrs
Josephine
Candor
Mr
Soulivong
COMMUNICATION
e.g. form and
frequency
preferences,
being
involved, how
they are
“handled”
Emai
l
Tele
pho
ne
Mee
tings
Email
Telephone
Meetings
Email
Telephone
Meetings
Email
Telephone
Meetings
Email
Telephon
e
Meetings
Email
Telephone
Meetings
PERSONAL CHARACTERISTICS
e.g. hidden or
personal
agendas,
cultural
aspects
He is
a
Fren
ch
and
a
hard
work
ing
man,
form
er
fore
man
in
the
He is a
union
leader, and
he has
direct link to
political
organisation
.
She is an
archaeology
who
specialise in
the field of
jar burials
He is well
educated, an
environmenta
l analysis
expert in his
field and his
good in
decision
making
He is an
activist
who
raises
awarenes
s of
environm
ental
issues
and
ecological
problems
spot
around
the
globe.
He is savvy
reporter
with a nose
for the
human
interest
story and a
patience for
his stories to
develop that
is usually
associated
much older
jounalists.