behavior change communication...

Behavior Change Communication

Presentation by

Smith Boonchutima

Chulalongkorn University

Motivation http://vchrspace.wikispaces.com/2.+Motivation

Motivation http://vchrspace.wikispaces.com/2.+Motivation

Motivation http://vchrspace.wikispaces.com/2.+Motivation

Motivation

Extrinsic

Operant Conditioning

Social Cognition

Intrinsic

Cognition

Affection

Conation

Biology

Spiritual

Huitt, W. (2011). Motivation to learn: An overview. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved from http://www.edpsycinteractive.org/topics/motivation/motivate.html

Paradigm Shift

http://rattanasak.jigsawoffice.com/content/content.php?mid=2862&did=340&tid=4

Motivation 1.0 – presumed that humans were biological creatures, struggling to obtain our basic needs for food, security and sex.

Daniel H. Pink . Drive . http://www.marshallcf.com/assets/book_reviews//Drive.pdf

Motivation 2.0 – presumed that humans also responded to rewards and punishments. That worked fine for routine tasks but incompatible with how we organize what we do, how we think about what we do, and how we do what we do. We need an upgrade. Daniel H. Pink . Drive . http://www.marshallcf.com/assets/book_reviews//Drive.pdf

• Motivation 3.0 – the upgrade we now need, presumes that humans also have a drive to learn, to create, and to better the world.

Daniel H. Pink . Drive . http://www.marshallcf.com/assets/book_reviews//Drive.pdf

Autonomy Our “default setting” is to be autonomous and self-directed. Unfortunately, circumstances – including outdated notions of “management” – often conspire to change that default setting and turn us from Type I to Type X.

Autonomy To encourage Type I behavior, and the high performance it enables, the first requirement is autonomy. People need autonomy over:

Task – What they do, Time – When they do it, Team – Who they do it with and Technique – How they do it.

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Mastery Mastery begins with “flow” – optimal experiences when the challenges we face are exquisitely matched to our abilities. In flow,

•Goals become crystal clear and efforts to achieve them are very black and white. •People live so deeply engaged, that their sense of time, place and even self melt away.

Mastery Flow is essential to mastery; but flow doesn’t guarantee mastery. Flow happens in a moment; mastery unfolds over months, years, sometimes decades.

Hire good people, and leave them alone.”

3M’s president and chairman

profit maximization

purpose maximization

Motivation 2.0 Motivation 3.0

People who are very high in extrinsic goals for wealth are more likely to attain that wealth, but they’re still unhappy. Satisfaction depends on not merely having goals, but on having the right goals – goals that are greater than their own self-interest.

Before designing, consider…..

• which target groups are most vulnerable;

• which risk / vulnerability factors are most important;

• which factors may be related to the impact of conflict and displacement;

• which target groups and risk / vulnerability factors the community wants to address;

• what could be motivators for behaviour change;

Before designing, consider…..

• what could be barriers to behaviour change;

• what type of messages will be meaningful to each target group;

• which communication media would best reach the target group;

• which services/resources are accessible to the target group;

• which target groups and risk / vulnerability factors are feasible in terms of expertise, resources and time.

What motivates Kids?

• that parents who believe and show high support for their children, will give their children more self confidence and higher motivation. Again, the role of the parent on the child is very significant in early stages of development.

• Young children are motivated by their parent’s beliefs, desires and goals.

What motivates Kids?

• A child must be sufficiently eating, and sufficiently loved before they can worry about fractions and grammar

What motivates teenagers?

• In high school, those who participated in these clubs or activities were often considered “nerds”. This labeling often scares potential club members from joining because they need to protect their “image”.

What motivates Adults?

• “Honor is the motive that connects people to their parents, ancestors, and heritage; family is the motive that connects parents to their children; and idealism is the motive that connects people to their society or community”

• At young ages, they don’t know any better, and whether they are conscious of it or not, their young lives are highly affected by who their parents are. On the other side of the spectrum, older adults are also focused on love and family because they’ve lived life, and have gained so much wisdom that they understand what is really important.

Developmental Motivation: Motivation Through the Ages http://sitemaker.umich.edu/356.mcdermott/motivation_in_adults

Exercise Motivation

• Results showed that the most common perceived motives for exercise were

– 'general health',

– 'maintain fitness',

– to 'feel good',

– 'strength and endurance' and

– to 'feel energized'.

Exercise motivation and barriers among men and women of different age groups LOUW, A. J.; VAN BILJON, A.; MUGANDANI, S. C. African Journal for Physical, Health Education, Recreation & Dan;Dec2012, Vol. 18 Issue 4, p759

• Females indicated 'control weight' to be a stronger exercise motive while the senior group agreed that exercise to 'manage stress' was more important.

• Common barriers for exercise included – 'lack of time',

– 'other priorities',

– the perception that 'daily routine provides a workout',

– 'lack of energy' – 'health issues'.

• Barriers to exercise among the groups included,

– 'I don't have an exercise partner' which was more of a concern among younger groups and

– a 'lack of knowledge' which was more prevalent among the senior groups.