1 prof. erik bichard selling behaviour change to senior management
TRANSCRIPT
1
Prof. Erik Bichard
Selling Behaviour Change to Senior Management
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
3
Denial
4
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)
5
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)
Common Reasons for InactionClimate 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
8
Consumer concern mapped against level of consumer action
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
Leve
l of A
ction
Tak
en
10% 9%
6% 75%
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?
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
The Fear of Making the Wrong Decision is Very Powerful
12
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
After Rose, Dade and Scott (2007)
Values-Based Segmentation
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.
14
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...
Sustainable Decision-making: Academic Programme Directors
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
Sustainable Decision-making: The Vice Chancellor
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
17
Shane O’DonnellEnergy Officer
Selling behaviour change to "them upstairs" - how to engage with senior management
18
The Wakefield College Approach
19
The Wakefield College Approach
To offer the experience gained at Governor presentation for
Wakefield College
20
The Wakefield College Approach
This all started with a ‘FRIVOLOUS’
comment during an informal conversation
about saving energy/money.
21
The Wakefield College Approach
And then it escalated
And the date was set to meet with the Senior Lead Team and Governors!
22
The Wakefield College Approach
We carried out a SWOT analysis
23
The Wakefield College Approach
We quickly identified that the main focus for our presentation would be the business case.
Business Case
Commercial Benefits
Social Benefits
Moral Benefits
Legal Benefits
24
The Wakefield College Approach
Utilised the acquired data.
We carried out in depth research.
In order to produce the business case.
25
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
26
The Wakefield College Approach
Obtained Leverage
The ObjectiveThe 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 ?
27
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
28
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.
29
The Wakefield College Approach
Keep It Simple & Straight forward
And remember:
Ultimately - If your presenting to them you obviously have a legitimate proposition.
K I S S
30
Message 1
Belief in yourself and the cause
Message 2
Build the business case
Message 3
‘Carpe Diem’ and grasp the opportunity.
31
A familiar challenge?
Desire & Conviction
Action
Interest & Comprehension
Awareness
Unaware
Embed
32
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
33
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’sSPIN Selling
34
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?
35
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
36
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
Membership matters at www.eauc.org.uk