Tom Davis Senior Specialist SBC TOPS Designing for Behavior Change Training A practical behavioral framework that aids food security implementers in planning their projects strategically for maximum effectiveness ID: 270067
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Designing for Behavior Change in Agriculture and Natural Resource Management
Tom Davis
Senior Specialist, SBC (TOPS)Slide2
Designing for Behavior Change Training
A practical behavioral framework that aids food security implementers in planning their projects strategically for maximum effectiveness.
5.5 day course for Ag, NRM, Health and Nutrition staff
TOPS co-hosted DBC regional trainings in Niger (August 2011), Ethiopia (Fall 2011), and Asia (Spring 2011), plus nine country-level trainings. Contact Tom Davis (tdavis@fh.org) if interested in hosting the DBC training in your country.Slide3
Session Objectives
You will be able to:
State advantages of using DBC to plan your ANR activities and messages;
Understand the DBC framework;Cite the three most powerful determinants of behavior and other determinants measured in Barrier Analysis;List the seven steps in Barrier Analysis;
Explain how to collect BA data;
Explain how to analyze Barrier Analysis data;
Explain how to use BA data.
Not
a full DBC training (takes 5.5 days)Slide4
Recent Modifications in DBC Training Manual
Changed from all health/nutrition examples to 2/3 ANR and 1/3 Health/Nutrition examples.
Modified descriptions and presentation of behavioral determinants
Some changes to analysis (primary analysis is using an Excel tabulation table)More ANR activities (e.g., teaching stories).Slide5
Why Behavior Change is Central
Development in
all sectors
requires that people do something new/different.Nothing particular about health sector behavior change. You can find methods/tools (from health, psychology, marketing / business) and modify for your purposes.
When examining methods/tools, look for a link to the scientific literature. A great place to start:
Designing for Behavior ChangeSlide6
What works in behavior change?
Findings from Powerful to Change Studies
CORE SBCWG compared low and high performers for several behaviors (e.g., exclusive BF, hand washing with soap)
– what works?
Using
formative research
(e.g., positive deviance studies, Barrier Analysis, Trials of Improved Practices), especially to find the
determinants
of behaviors and to choose the right messages/activities; and
Using the right
coverage strategy
: Using systematic home visitation (through cascade training) to reach more people more often.Slide7Slide8
Example of Using Formative Research
in Ag/NRM: DBC in Guatemala
CRS’ SEGAMAYA program, two different provinces of Guatemala: San Marcos and Baja Verapaz (culturally similar)
June 2009: Staff in one San Marcos received
Designing for Behavior Change training
, did Doer/NonDoer Analysis (a short version of Barrier Analysis), developed a DBC strategy and indicators for Ag/NRM.
Planned to replicate in the Baja Verapaz area, but were too busy responding to an emergency in another area.
Same program and monitoring system in both areas, so Baja Verapaz served as comparison area to examine results of the DBC training/strategy. Slide9
San Marcos Guatemala:
Use of Designing for Behavior Change
Decided to study key soil conservation practices.
“Planting ‘live barriers’ along the edges of planting terraces” identified as the practice with the lowest adoption rate, despite requiring only labor and local, free plant material.
San Marcos area: Participated in a Designing for Behavior Change (DBC) Workshop and Conducted a Barrier Analysis Survey.
In comparison area -- Baja Verapaz -- determined strategy and messaging using their past experiences in the area, etc. (No formative research.)
Found that: (1) most farmers fully understood the benefits of the practice, (2) Doers worked together to plant the barriers, and (3) Doers liked practice because they did not lose plantings due to drought.
San Marcos Strategy focused on organizing farmers to work together on each other’s land during the off-season to plant the barriers.
Farmers groups brainstormed to develop strategies to prevent loss of plants due to drought. Slide10
Results: Number of Hectares Planted with Live Barriers
Used DBC
Did not use DBCSlide11
Focus Group Comments
To staff:
Overall, was the (DBC) training and development of a BC strategy helpful?
“Yes, this completely changed our way of thinking
. We no longer think in terms of “we” and “them”, rather we are a team with the participants in finding solutions to the barriers.”
“It never occurred to us before [the training] to figure out the barriers or what makes people want to change.
We wasted so much time and energy repeating the benefits over and over, then, feeling frustrated because no one adopted the new practices.”
What was the most useful part of the (DBC) training?
“
Going to the field to do the Doer/Non-doer Surveys
. Until we saw those responses, we thought we knew our target farmers and what they think. It was incredibly revealing.”
“
Understanding the wide range of factors [determinants]
that influence adoption of practices.”Slide12
Overview of the Designing for Behavior Change Framework
See Blank Framework and DBC Framework for Reforestation handoutsSlide13
Important Determinants that Influence Behavior
See Handout
These
Three Most Powerful Determinants should always be explored:
Perceived Self-efficacy/Skills (control beliefs):
Individual's belief that s/he can do a particular behavior given their current knowledge and skills.
Perceived Social Norms:
Perception that people important to an individual think that s/he should do the behavior.
Perceived Positive or Negative Consequences:
What a person thinks will happen, either positive or negative, as a result of performing a behavior (includes advantages /disadvantages of the behavior and attitudes about the behavior).Slide14
Understanding Determinants:
Why Oumar Built the Silo
(Read the story in plenary and process.)Slide15
15
The Barrier Analysis Process:
1
Define
the Goal, Behavior and Target Group
2
Develop
the Behavior Questions
3
4
Organize
the Analysis Sessions
5
Collect
Field Data Results
6
Tabulate
and
Organize
the Results
Seven Steps in
Barrier
Analysis
7
Use
the Results
Develop
Questions about DeterminantsSlide16
Step 1: Defining the Goal, Behavior and Priority Group
Example:
Terracing
What exactly do you want to promote (the behavior)? Who do you want to do it (the priority group)? To what extent do you want them to do it (the goal)?Priority Group (who): All able-bodied adult farmers (men and women).
Behavior:
Terracing the majority of their hilly farmland.
Goal statement:
All able-bodied adult farmers (men and women) will terrace the majority of their hilly farmland.Slide17
17
Low Perceived Susceptibility
“My boy/girlfriend will stay with me…”
“My friends approve”
“I know how to use condoms”
“AIDS is mostly transmitted by heterosexual sex”
The Problem??Slide18
18
“My boy/girlfriend will stay with me…”
“My friends approve”
“I know how to use condoms”
“AIDS is mostly transmitted by hetero-sexual sex”
AIDSCOM, Eastern Caribbean, 1991
The Real ProblemSlide19
Step #2: Develop the Behavior Question
See Terracing Barrier Analysis Questionnaire (Questions #1, #2 and gray box.)Slide20
Step #3: Develop Questions on Each Determinant
See rest of questionnaire with questions on each determinant.Slide21
Step #4, Organize Analysis Sessions & Step #5, Collect Field Data
Step #4:
Choose the communities / areas where you will interview 90 people.
Choose from a larger area, for example, 9 randomly-selected communities x 5 Doers & 5 NonDoers from each). Little time available? Then 5 communities x 9 Doers and 9 NonDoers each.Step #5: Use the questionnaire to interview 45 Doers and 45 NonDoers per study
. Study one key behavior per study. (Enough respondents to generate useful project planning data while not identifying small, less important differences).Slide22
Step #6: Tabulating and Analyzing the Results
Tabulate the questionnaire data
on newsprint.
Analyze the Results using Excel: See next slides on interpretation.
Open BA Tabulation TableSlide23
Interpreting BA Data
When Doers and Non-Doers have similar percentages for any item
Item is
not
a likely determinant of the behavior.
When Doers’ and Non-Doers have very dissimilar percentages for any item
Item is
very likely
to be an important determinant of the behavior.
Look for differences where p < 0.05
– that is, the probability that a difference is due to chance is less than 5%.
Larger Odds Ratio
More important determinant.Slide24
Interpreting BA Data
Doers’ responses may include ideas for
strategies
on how to make the behavior easier or more appealing, and could provide clues for messages
to Non-Doers. Examine these carefully.
Sometimes more Doers list a particular
disadvantage
of the behavior than do Non-Doers.
Looking at differences between Doers and Non-Doers as to
who approves or disapproves
of the behavior may provide important information on
who to target
for your intervention.Slide25
Step #7: Use the Results
See “
Linking Determinants with Activities
” handout (e.g., Perceived Social Norms and Perc. Positive/Negative Consequences)Slide26
Step #7: Use the Results
Small Group Work: Use handout on Penning Chickens
BA study to come up with
at least two activities (not messages) that respond to the determinants that your group is examining:
Group A
: Focus on Perceived
Positive
Consequences
Group B
: Focus on Perceived
Negative
Consequences
Group C
: Focus on Perceived
Barriers
– What makes it Difficult
Group D
: Focus on
Social Norms
– Who Approves.
ONLY FOCUS ON
IMPORTANT DETERMINANTS (where p<0.05)
ONE OR MORE GROUPS WILL REPORT OUTSlide27
Other Resources
List of Social & Behavioral Change Key Competencies (handout)
Community Development Worker Quality Improvement and Verification Checklist (training session later this week)
List of FSN Network SBC Task Force Approved Methods and Tools
Take advantage of the full 5 ½ day DBC Training when it is offered in your country or region!Slide28
This presentation was made possible by the generous support of the American people through the United States Agency for International Development (USAID). The contents are the responsibility of Save the Children and do not necessarily reflect the views of USAID or the United States Government.