Understanding and Influencing Human Behavior for Effective Policy Change
In this content, various aspects of human behavior, denial, anxiety, confusion, and common reasons for inaction are discussed in the context of policy and behavior change. The importance of understanding human decision-making processes and the need to change the context to drive behavioral change are highlighted. Insights from psychological theories such as Freud's psychoanalytical thought are also explored, shedding light on how consumerism and apathy play into our actions. The content emphasizes the need for multi-faceted approaches to drive action and awareness, rather than relying solely on information. Additionally, the correlation between consumer concern and the level of action taken on global warming is examined, providing valuable insights into shaping behavior change strategies.
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Presentation Transcript
Selling Behaviour Change to Senior Management Prof. Erik Bichard 1
Policy and Behaviour Change Influencing behaviour is central to any policy Changing minds based on traditional carrot and stick strategies assumes that people make perfectly rational decisions, but this is not the case Changing the context within which people make decisions is likely to have more success (conclusions from Dolan et.al., (2010) Mindspace report
Denial 3
Anxiety, Splitting and Psychoanalytical thought Freud s theory dates back to the 1920 s Apathy, far from laziness, could be a result of caring too much Even worse, consumerism is often the harbour from the storm (after Randell, R (2005) in Psychotherapy and Politics International) 4
Information does not necessarily lead to increased awareness, and increased awareness does not necessarily lead to action [These] must be backed up by other approaches From demos/Green Alliance report Carrots, Sticks and Sermons (2003)
Common Reasons for Inaction Climate change is not happening It is, but it is overstated We (UK) are only a tiny part of the problem It is important, and something should be done but The government should fix it Technology will save us The market will rectify the problem Other polluters (China, US etc.) go first Why should I do something if others don t The problem is too big for me to influence I would act, but don t like any of the low carbon choices
Consumer concern mapped against level of consumer action 10% 9% Not strongly concerned about global warming, but willing to take actions where clearly signposted and supported by incentives and social norms Concerned about global warming, willing to take make an effort, empowered to take significant action Level of Action Taken Do not see global warming as an issue to be personally concerned about, or take any action 6% Concerned about global warming but challenged to see how their action could make a difference 75% Level of Concern 8 After Accountability/Consumer International Survey 2007
What are Attitudes and Behaviours Attitudes are certain regularities of an individual s feelings, thoughts and predisposition to act towards some aspect of his/her environment . (Secord and Backman, 1969) Emotions (affective) + Thought (cognitive) + Willingness to act (behaviour) = Attitude Willingness is tempered by a belief that the action will be effective, but also that it will be well received by others (Ajzen and Fishbien (1980)
Sustainable Decision-making Will the Solution Work? Is there a problem? Do I care? What will my peers think of my behaviour? Do I know what to do about it? After Ajzen and Fishbien (1980) Theory of Reasoned Action
Reacts to Problems by Searches for Values-Based Segmentation Doing something about it themselves Something new and exciting Pioneers Organising with others Something that feels good Prospectors Calling for someone to do something Something that is safe Settlers After Rose, Dade and Scott (2007) 12
Triple Track Strategy Intervene with the right information at the optimum point in the decision-making process Use incentives that support the proposition Surround doubters with evidence that others accept the change and would approve of those who join them.
The Salford University Experience The project: Integrate sustainability into the whole of the curriculum Helped by an 2011 HEA Change Academy place Planned outcome biased towards a middle- out influencing strategy but it didn t quite work out that way... 14
Sustainable Decision-making: Academic Programme Directors Will the Solution Work? Is there a problem? Do I care? What will my peers think of my behaviour? Do I know what to do about it? After Ajzen and Fishbien (1980) Theory of Reasoned Action
Sustainable Decision-making: The Vice Chancellor Will the Solution Work? Is there a problem? Do I care? What will my peers think of my behaviour? Do I know what to do about it? After Ajzen and Fishbien (1980) Theory of Reasoned Action
Selling behaviour change to "them upstairs" - how to engage with senior management Shane O Donnell Energy Officer 17
The Wakefield College Approach To offer the experience gained at Governor presentation for Wakefield College 19
The Wakefield College Approach This all started with a FRIVOLOUS comment during an informal conversation about saving energy/money. 20
The Wakefield College Approach And then it escalated And the date was set to meet with the Senior Lead Team and Governors! 21
The Wakefield College Approach We carried out a SWOT analysis 22
The Wakefield College Approach We quickly identified that the main focus for our presentation would be the business case. Commercial Benefits Business Case Legal Benefits Social Benefits Moral Benefits 23
The Wakefield College Approach In order to produce the business case. We carried out in depth research. Utilised the acquired data. 24
The Wakefield College Approach We grasped any opportunities that arose to enhance our cause. Opportunities such as liaison with : In house staff Suppliers Manufacturers Consultants 25
The Wakefield College Approach Obtained Leverage Research Give me a lever long enough and a place to stand and I will move the entire earth. Archimedes (C287-212BC) Influence Allies Assistance Competition ? The Objective Fulcrum 26
The Wakefield College Approach A simple business case consists of: Establishing Context: Put History Together Responding to Opportunity Proposing the Project and Laying out the Investment and Benefits Outlining the Concept of Operations Asking for a Decision and Assigning Responsibility 27
The Wakefield College Approach What defines a good business case? A good business case lays out the response to opportunity. Such a response is made contextually relevant with history setting the background. From opportunity, all else flows. Risk adjusted financial measures, the project Concept of Operations, and the strategy response to goals rounds out the completed business case. In short, good business cases define good projects. Good projects return value, provide benefits, and have measurable KPI's. 28
The Wakefield College Approach And remember: Keep It Simple & Straight forward Ultimately - If your presenting to them you obviously have a legitimate proposition. 29
Message 1 Belief in yourself and the cause Message 2 Build the business case Message 3 Carpe Diem and grasp the opportunity. 30
A familiar challenge? Embed Action Desire & Conviction Interest & Comprehension Awareness Unaware 31
Strategic Selling 1. Identify the buying influences: Economic, Technical, User Buying influences and Coach. These are roles not necessarily individuals. 2. Identify red-flags(missing info or potential weaknesses) 3. Identify positions of strength(aspects that strengthen the likelihood of a sale) 4. Understand the buying influences response mode: Growth, Even Keel, Trouble or Over Confident 5. Understand the competition in a sales situation 6. Identify WIN-RESULTS: these are the combination of a potential personal win for the buyer and a potential positive business result Based on Miller Heiman s The New Strategic Selling 32
SPIN Selling Use a questioning style rather than talking about features of the solution: 1. Situation Do you see energy efficient behaviours on campus? 2. Problem How would this change if staff knew that they would make a difference? 3. Implication Do you think we would achieve better ROIs on capital investments we are making? 4. Need-Payoff If we designed a programme engage staff what reduction could we achieve? Based on Neil Rackham s SPIN Selling 33
Workshop Think of a sales situation you have been in: 1. What do you know about your decision- makers? How will you influence them? 2. What s the business case? 3. Growth or trouble? What are your positions of strength and potential red flags ? 4. Develop SPIN questions (Situation, Problem, Implication, Need-payoff) 5. What s your elevator pitch? 34
1. Know your decision-makers and play out influencing points against possible outcomes 2. Believe in yourself and the cause 3. Be ready to take opportunities - develop the business case and elevator pitch 35
Your next steps making the most of your EAUC Membership 1. Resources - visit the dedicated leadership section of the EAUC resource bank Networks - join our Embedding Positive Attitudes and Behaviours Community of Practice - for those wanting to identify with the challenges of changing the behaviour of staff and students Find out more about this group at 5pm today see programme for details Recognition - want recognition for your behaviour change initiatives enter the 2012 Green Gown Awards behaviour change category. Entries open in summer 2012 Measure and improve - sign up to LiFE at www.thelifeindex.org.uk EAUC Members receive a significant discount LiFE offers a dedicated leadership framework to help implementation Membership matters at www.eauc.org.uk 2. 3. 4. 36
