Influencing Human Behavior for Effective Policy Change
Prof. Erik Bichard
S
e
l
l
i
n
g
B
e
h
a
v
i
o
u
r
C
h
a
n
g
e
t
o
S
e
n
i
o
r
M
a
n
a
g
e
m
e
n
t
P
o
l
i
c
y
a
n
d
B
e
h
a
v
i
o
u
r
C
h
a
n
g
e
•
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
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)
Confusion
‘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)
C
o
m
m
o
n
R
e
a
s
o
n
s
f
o
r
I
n
a
c
t
i
o
n
•
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
C
o
n
s
u
m
e
r
c
o
n
c
e
r
n
m
a
p
p
e
d
a
g
a
i
n
s
t
l
e
v
e
l
o
f
c
o
n
s
u
m
e
r
a
c
t
i
o
n
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
Do not see global warming as
an issue to be personally
concerned about, or take any
action
Concerned about global warming but
challenged to see how their action
could make a difference
Level of Concern
Level of Action Taken
10%
9%
6%
75%
After Accountability/Consumer International Survey 2007
W
h
a
t
a
r
e
A
t
t
i
t
u
d
e
s
a
n
d
B
e
h
a
v
i
o
u
r
s
•
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)
S
u
s
t
a
i
n
a
b
l
e
D
e
c
i
s
i
o
n
-
m
a
k
i
n
g
Is there a problem?
Do I care?
Do I know what to do about it?
Will the Solution Work?
What will my peers think
of my behaviour?
After Ajzen and Fishbien (1980) Theory of
Reasoned Action
T
h
e
F
e
a
r
o
f
M
a
k
i
n
g
t
h
e
W
r
o
n
g
D
e
c
i
s
i
o
n
i
s
V
e
r
y
P
o
w
e
r
f
u
l
After Rose,
Dade and Scott
(2007)
Values-Based
Segmentation
T
r
i
p
l
e
T
r
a
c
k
S
t
r
a
t
e
g
y
•
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...
S
u
s
t
a
i
n
a
b
l
e
D
e
c
i
s
i
o
n
-
m
a
k
i
n
g
:
A
c
a
d
e
m
i
c
P
r
o
g
r
a
m
m
e
D
i
r
e
c
t
o
r
s
Is there a problem?
Do I care?
Do I know what to do about it?
Will the Solution Work?
What will my peers think
of my behaviour?
After Ajzen and Fishbien (1980) Theory of
Reasoned Action
S
u
s
t
a
i
n
a
b
l
e
D
e
c
i
s
i
o
n
-
m
a
k
i
n
g
:
T
h
e
V
i
c
e
C
h
a
n
c
e
l
l
o
r
Is there a problem?
Do I care?
Do I know what to do about it?
Will the Solution Work?
What will my peers think
of my behaviour?
After Ajzen and Fishbien (1980) Theory of
Reasoned Action
Shane O’Donnell
Energy Officer
S
e
l
l
i
n
g
b
e
h
a
v
i
o
u
r
c
h
a
n
g
e
t
o
"
t
h
e
m
u
p
s
t
a
i
r
s
"
-
h
o
w
t
o
e
n
g
a
g
e
w
i
t
h
s
e
n
i
o
r
m
a
n
a
g
e
m
e
n
t
The Wakefield College Approach
The Wakefield College Approach
To offer the experience gained at
Governor presentation for
Wakefield College
The Wakefield College Approach
This all started with a
‘FRIVOLOUS’
comment during an
informal conversation
about saving
energy/money.
The Wakefield College Approach
And then it escalated
And the date was set to meet with the
Senior Lead Team and Governors!
The Wakefield College Approach
We carried out a SWOT analysis
The Wakefield College Approach
We quickly identified that the main focus for
our presentation would be the business case.
The Wakefield College Approach
Utilised the acquired data.
We carried out in
depth research.
In order to produce the business case.
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
The Wakefield College Approach
O
b
t
a
i
n
e
d
L
e
v
e
r
a
g
e
The Objective
The Lever
Fulcrum
Influence
Competition
Research
Allies
Give me a lever long enough
and a place to stand and I
will move the entire earth.
Archimedes (C287-212BC)
Assistance
?
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
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.
The Wakefield College Approach
K
e
e
p
I
t
S
i
m
p
l
e
&
S
t
r
a
i
g
h
t
f
o
r
w
a
r
d
And remember:
Ultimately - If your presenting to them you
obviously have a legitimate proposition.
Message 1
Belief in yourself and the cause
Message 2
Build the business case
Message 3
‘Carpe Diem’ and grasp the opportunity.
A familiar challenge?
Strategic Selling
1.
I
d
e
n
t
i
f
y
t
h
e
b
u
y
i
n
g
i
n
f
l
u
e
n
c
e
s
:
E
c
o
n
o
m
i
c
,
T
e
c
h
n
i
c
a
l
,
U
s
e
r
B
u
y
i
n
g
i
n
f
l
u
e
n
c
e
s
a
n
d
C
o
a
c
h
.
T
h
e
s
e
a
r
e
r
o
l
e
s
n
o
t
n
e
c
e
s
s
a
r
i
l
y
i
n
d
i
v
i
d
u
a
l
s
.
2.
I
d
e
n
t
i
f
y
r
e
d
-
f
l
a
g
s
(
m
i
s
s
i
n
g
i
n
f
o
o
r
p
o
t
e
n
t
i
a
l
w
e
a
k
n
e
s
s
e
s
)
3.
I
d
e
n
t
i
f
y
p
o
s
i
t
i
o
n
s
o
f
s
t
r
e
n
g
t
h
(
a
s
p
e
c
t
s
t
h
a
t
s
t
r
e
n
g
t
h
e
n
t
h
e
l
i
k
e
l
i
h
o
o
d
o
f
a
s
a
l
e
)
4.
U
n
d
e
r
s
t
a
n
d
t
h
e
b
u
y
i
n
g
i
n
f
l
u
e
n
c
e
s
r
e
s
p
o
n
s
e
m
o
d
e
:
G
r
o
w
t
h
,
E
v
e
n
K
e
e
l
,
T
r
o
u
b
l
e
o
r
O
v
e
r
C
o
n
f
i
d
e
n
t
5.
U
n
d
e
r
s
t
a
n
d
t
h
e
c
o
m
p
e
t
i
t
i
o
n
i
n
a
s
a
l
e
s
s
i
t
u
a
t
i
o
n
6.
I
d
e
n
t
i
f
y
W
I
N
-
R
E
S
U
L
T
S
:
t
h
e
s
e
a
r
e
t
h
e
c
o
m
b
i
n
a
t
i
o
n
o
f
a
p
o
t
e
n
t
i
a
l
p
e
r
s
o
n
a
l
w
i
n
f
o
r
t
h
e
b
u
y
e
r
a
n
d
a
p
o
t
e
n
t
i
a
l
p
o
s
i
t
i
v
e
b
u
s
i
n
e
s
s
r
e
s
u
l
t
Based on Miller Heiman’s
The New Strategic Selling
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
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?
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
Your next steps – making the most
of your EAUC Membership…
1.
Resources
- visit the dedicated leadership section of the EAUC
resource bank
2.
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
3.
Recognition -
want recognition for your behaviour change
initiatives – enter the 2012 Green Gown Awards behaviour change
category. Entries open in summer 2012
4.
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
M
e
m
b
e
r
s
h
i
p
m
a
t
t
e
r
s
a
t
w
w
w
.
e
a
u
c
.
o
r
g
.
u
k
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.
Download Presentation
Please find below an Image/Link to download the presentation.
The content on the website is provided AS IS for your information and personal use only. It may not be sold, licensed, or shared on other websites without obtaining consent from the author. Download presentation by click this link. If you encounter any issues during the download, it is possible that the publisher has removed the file from their server.
E N D
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
