Transcript erik_bichard

Selling Behaviour Change to Senior
Management
Prof. Erik Bichard
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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
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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)
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Confusion
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‘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
9%
Level of Action Taken
10%
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
6%
Concerned about global warming but
challenged to see how their action
could make a difference
75%
Level of Concern
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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
Is there a problem?
Will the Solution Work?
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
The Fear of Making the Wrong Decision is Very
Powerful
Reacts to
Problems
by…
Searches for…
Pioneers
Doing something
about it themselves
Something new and
exciting
Prospectors
Organising with
others
Something that feels
good
Settlers
Calling for someone
to do something
Something that is safe
Values-Based
Segmentation
After Rose,
Dade and Scott
(2007)
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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 middleout influencing strategy but it didn’t quite
work out that way...
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Sustainable Decision-making:
Academic Programme Directors
Is there a problem?
Will the Solution Work?
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
Is there a problem?
Will the Solution Work?
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
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The Wakefield College Approach
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The Wakefield College Approach
To offer the experience gained at
Governor presentation for
Wakefield College
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The Wakefield College Approach
This all started with a
‘FRIVOLOUS’
comment during an
informal conversation
about saving
energy/money.
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The Wakefield College Approach
And then it escalated
And the date was set to meet with the
Senior Lead Team and Governors!
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The Wakefield College Approach
We carried out a SWOT analysis
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The Wakefield College Approach
We quickly identified that the main focus for
our presentation would be the business case.
Commercial
Benefits
Legal
Benefits
Business
Case
Social
Benefits
Moral
Benefits
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The Wakefield College Approach
In order to produce the business case.
We carried out in
depth research.
Utilised the acquired data.
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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
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The Wakefield College Approach
Obtained Leverage
?
Competition
Assistance
Influence
Allies
Research
Give me a lever long enough
and a place to stand and I
will move the entire earth.
Archimedes (C287-212BC)
The Objective
Fulcrum
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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
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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.
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The Wakefield College Approach
And remember:
Keep It Simple & Straight forward
Ultimately - If your presenting to them you
obviously have a legitimate proposition.
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Message 1
Belief in yourself and the cause
Message 2
Build the business case
Message 3
‘Carpe Diem’ and grasp the opportunity.
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A familiar challenge?
Action
Embed
Desire &
Conviction
Interest &
Comprehension
Awareness
Unaware
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Strategic Selling
1. Identify the buying influences: Economic, Technical, User
2.
3.
4.
5.
6.
Buying influences and Coach. These are roles not
necessarily individuals.
Identify red-flags (missing info or potential weaknesses)
Identify positions of strength (aspects that strengthen the
likelihood of a sale)
Understand the buying influences response mode: Growth,
Even Keel, Trouble or Over Confident
Understand the competition in a sales situation
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
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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
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Workshop
Think of a sales situation you have been in:
1. What do you know about your decisionmakers? 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?
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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
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Your next steps – making the most
of your EAUC Membership…
1. Resources - visit the dedicated leadership section of the EAUC
2.
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
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Find out more about this group at 5pm today – see programme for
details
3. Recognition - want recognition for your behaviour change
4.
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
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