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Changing Public Behavior
SAMPLE WORKSHOP MATERIALS
The purpose of the Changing Public Behavior training workshop is to increase participant skills and
confidence in collecting and using audience information for designing an outreach strategy. In 2008, the
project conducted 5 pilot workshops, led by the University of Wisconsin Extension, which tested
innovative techniques and resources for building educator skills.
In September 2009 we held our last pilot workshop effort
in Puyallup, WA. The attached materials were used
during workshop activities and serve as reference
materials for continued learning opportunities.
Participants have critiqued these draft resources and
revised copies will be available on the CPB website.
Revised workshop materials will also be incorporated
into the CPB Self-Study Module, an online training
tool: http://fyi.uwex.edu/wateroutreach/changing-
public-behavior/self-study-module/
PILOT WORKSHOP AGENDA
NEEDS ASSESSMENT RESULTS
SAMPLE WORKSHOP MATERIALS
WORKSHEETS
Behavior Change Planning Tool — 1
Behavior Theories and Worksheet — 3
THE 7- STEP PROCESS IN PRACTICE: A
Case Study Example— 5
PRACTICE STATIONS
Use the Water Outreach Education Web Site — 19
Interviewing Skills — 21
Background: Informal Interview with Key Informants — 23
Observation Skills — 27
Background: Structured Observations — 29
Participatory Action Research Techniques — 31
Background: Participatory Action Learning and Sample Methods — 32
BACKGROUND INFORMATION
Behavior Change Theories and Techniques — 43
Community-Based Research and Outreach: Ethics Considerations — 65
Education Practices Checklist — 67
Guidelines for Selecting a Social Assessment Tool — 73
Selecting Intervention Techniques: A Continuum of Choices — 81
http://fyi.uwex.edu/wateroutreach/changing-public-behavior /
Agenda 2 of 3
11:40 AM Background: Social assessment tools and uses
Social assessment tools – types, resources; application examples
Engaging the target audience in planning
Using the target audience searchable database
11:50 AM Practice: Using social assessment data – small group exercise
Using sample data from the Arkansas watershed case study: Review your ideas about
the potential audience; Develop preliminary recommendations about what would
encourage audience behavior change.
1. Choose a topic addressed by the case study information.
2. Identify survey results relevant to the topic you chose; which potential
audience does this survey information apply to?
3. What would you do to initiate a dialog with the target audience?
4. Discuss how you could work in collaboration with your audience to
identify barriers and opportunities for behavior change?
Debrief
12:20 PM Evaluate morning sessions: discussion and short written response Instructions for lunch hour activities 12:30 pm Lunch and Social Assessment Practice Stations
Introduction to the Practice Stations
Stations – Complete activities at two or three stations:
Using the Target Audience database [Kate]
Participatory action research techniques [Elaine]
Interviewing skills [ ]
Observation skills [ ]
2:00 PM Debrief: Social assessment activities 2:15 PM Work on your own situation: Review and refine your situation
STEP 1: Situation description – Describe, and also consider:
o Who are your team members?
STEP 2: Targeted audience(s) – Describe, and also consider:
o How will you engage the targeted audience in planning?
STEP 3a: Environmental practice – Describe:
STEP 3b: Ideal behaviors required for the environmental practice – List:
STEP 4: Get to know your audience
o What you need to know about your audience?
o What technique(s) will you use for gathering information?
2:45 AM Background: Using information to select a target behavior
Step #5 on the Educating about Behavior and the Environment worksheet
Practice example – large group
Changing Public Behavior Pilot Workshop AGENDA
Agenda 3 of 3
BREAK as needed during the work session
3:00 PM Background: Selecting target behaviors and outreach techniques
Goals for outreach and the Education Continuum
Practice example – large group
3:15 PM Work on your own situation: Use what you know about your situation or practice using a sample scenario we provide
STEP 5: Using what you already know about your target audience or your best
estimate of how they will react, rate the likelihood that the audience will adopt the
proposed behaviors
STEP 6: Select one or more target behaviors for the outreach initiative
STEP 7: Select one or more outreach techniques
3:45 PM Background: Recap your findings
Debrief. Talk about your outreach plan/example
Water Outreach Web site resources/ Plan
Ethics of working to change behavior/any ethical dilemmas?
Monitoring and evaluation/example – My Environmental Education Evaluation
Resource Assistant Web site (MEERA)
4:00 PM Practice: Putting it all together – small group exercise
What information do you need to improve your ability to select effective outreach
techniques for your situation?
How would you monitor results?
How would you evaluate your effort?
4:15 PM Evaluate the afternoon session and the day: Discussion and short written response 4:30 PM Adjourn http://fyi.uwex.edu/wateroutreach/changing-public-behavior/
The Changing Public Behavior Project and resources are based upon work supported
by the Cooperative State Research, Education, and Extension Service (CSREES), U.S.
Department of Agriculture, under Agreement No. 2006- 51130 - 03749.
Changing Public Behavior Pilot Workshop AGENDA
WSU Educator Needs Assessment Results
The following information was collected from Washington attendees, before they participated in a
Changing Public Behavior workshop in September 2008. There were 35 respondents.
Target Audiences for Participants
Adults (97%) Aquaculture business Business/industry water users
Conservation professionals (46%) Developers/planners/realtors Ethnic groups
Farmers Gov’t. agency/Extension profs
Homeowners (51%)
Households Landowners (54%) Local decision makers
Loggers Recreational water users Students, K – 12 (40%)
Students, higher education Teachers Volunteers (66%)
Figure 1. Respondents identified the audiences they work with (combined results). Shaded results
indicate audiences identified by 40% or more of respondents.
Table 1. (Q1. a) What educator skills or experiences do you need? (Check all that apply.)
Shaded areas highlight topics of high interest.
Educator Skills
% identifying as
needed skill
N=
A. Clarifying personal motives and interests related to an environmental concern,
audiences, and stakeholders
B. Identifying an environmental management opportunity or concern 26%
C. Assessing and describing an environmental management opportunity or
concern
D. Identifying target audiences and stakeholders 40%
E. Initiating a dialogue with target audiences & stakeholders 69%
F. Describing an environmental practice that affects the environmental concern 20%
G. Analyzing the environmental practice to identify single behaviors that make up
the practice
H. Identifying target audience interests and skills 54%
I. Using target audience information to assess the potential for behavior change 74%
J. Prioritizing and agreeing on critical behaviors 29%
K. Developing and implementing outreach activities that influence selected
behaviors
L. Monitoring results 71%
M. Evaluating results 74%
N. Modifying description of the environmental concern or opportunity based on
results
2008 Changing Public Behavior Workshop, Puyallup, WA University of Wisconsin, Environmental Resources Center
Table 2. (Q1.b) What social assessment skills do you need? (Check all that apply.)
Shaded areas highlight topics of high interest.
Social Assessment Skills
% identifying as
needed skill
N=
A. Employ ethics in audience assessment processes 32%
B. Work in collaboration with the audience 47%
C. Select a data gathering or social assessment procedure 79%
Audience segmentation Participatory Action Research
Background research Public meeting facilitation
Delphi method Rapid Appraisal
Focus groups Surveys
Informal interviews
Observations
D. Apply a data gathering procedure 71%
E. Record oral and visual data 47%
F. Analyze and summarize results 6 8%
G. Apply results 59%
H. Share results 59%
Table 3. (Q2) How would you prefer to learn any new skills?
Learning Method
# of respondents identifying
as preferred method(s)
N=
A. In person 97%
B. Web cast 24%
C. Online — learn on my own 44%
D. Other 2%
1. Others are great but I lack the
time.
2. Practice!
2008 Changing Public Behavior Workshop, Puyallup, WA University of Wisconsin, Environmental Resources Center
The Changing Public Behavior Self-Study Module provides detailed explanations, suggestions, resources, and references. http://fyi.uwex.edu/wateroutreach/changing-public-behavior/self-study-module/
DEFINING SINGLE BEHAVIORS –
Leading to an environmental practice
PUTTING YOUR EDUCATION STRATEGY INTO PRACTICE –
Sample techniques
Hints for defining each single behavior Using commitment to promote behavior
- Define the environmental problem and overall objective of the communication or outreach program. Refer to these ideas as you develop a list of single behaviors that will lead to the preferred environmental practice. Waste reduction: • ask household, when delivering a compost unit, to place a sticker on the side of their recycling container indicating that they compost
- Identify target audiences. Primary audiences are people who perform the behavior. Secondary audiences are people who influence the primary audience. Energy conservation: • invite homeowners to participate in a home assessment; conclude by asking when they expect to complete activities such as weather- stripping
- Express ideal behaviors as : a) what the primary audience should do ; not what should be done for them b) single, observable events c) specific behaviors (begin with an action verb) d) one behavior per statement Water conservation: • ask households to sign a pledge committing themselves to watering their lawn on odd or even days based on their house number
Sample environmental practice: managing household waste Using prompts to promote behavior
Identify ideal behaviors. For example, i deal behaviors for managing waste might include: a) separate recyclable containers, paper, hazardous materials, and organic materials from other trash b) store each type of material in separate containers c) put out appropriate materials on the correct pick-up day d) compost organic garbage and take hazardous materials to the appropriate collection site Waste reduction: • signs at the entrances to supermarkets remind shoppers to bring reusable shopping bags Energy conservation: • signs encourage drivers to turn off engines while parked in locations where drivers frequently wait (schools, train stations) Water conservation: • ask homeowner for permission to place a tag on the outside water faucet encouraging watering on odd or even days
Developing the education strategy Using norms to promote behavior
- Compare “doers” and “non-doers.” What specific factors make one adopt a practice and the other not?
- Identify skills and performance deficits. Do people refrain from a practice because they don’t know how to do it or because of other factors, such as access to appropriate technology or lack of awareness of positive consequences?
3. Address skills deficit.
Develop strategies which provide skill information or teach necessary skills.
- Address performance deficit. Identify strategies that reduce barriers and increase positive consequences.
5. Conduct quantitative research.
Study results of education program with a sample of the target audience. Determine applicability of study sample to larger audience. Fine tune recommendations.
- Conduct behavior trials. Waste reduction: • ask supermarket shoppers to wear a button that shows their support for buying products that are recyclable or have recycled content Energy conservation: • in stores, attach decals to energy-efficient products indicating how many people believe it is important to purchase environmentally friendly products Water conservation: • to encourage odd/even watering, ask householders to place a sign on their front lawn that asks “Are You Odd or Even?”
Remove barriers to behavior
Waste reduction: • it is difficult to identify products that are recyclable or have recycled content. Solution: provide prompts that make identification easier. Energy conservation: • homeowners lack the skill to install energy-efficient devices. Solution: use home assessment opportunities to instruct homeowners. Water conservation: • too expensive to install a low-flow toilet. Solution: allow the cost of the toilet and installation to be paid for from savings in the water bill.
Intention
related to a specific behavior
Environmental factors
or constraints
Material costs & rewards^4 Laws and regulations^4 Available technology^4 Supportive policies^4
Behavior
Self-efficacy beliefs refer to: a person’s judgment of his or her capabilities to organize and execute a course of action required to attain a designated performance^2
Self-efficacy
Beliefs influence:^2 Choices that people make How much effort people will expend on an activity? How long they will persevere when confronting obstacles? How resilient they will be in the face of adverse situations?
Skills and abilities
Formed through: A mastery experience Modeling (vicarious experience) Social persuasion that cultivates a person’s beliefs in their capabilities while at the same time ensuring that the goal is attainable Sample Workshop (^) Materials: Worksheets 3
An Integrative Model of Behavior (Adapted from Fishbein & Cappella, 2006)
1. Ajzen & Fishbein, 2005; 2. Source: A. Bandura, 1986 and 1997 from a summary provided by F. Pajares, Emory University, http://des.emory.edu/mfp/eff.htm; 3. Booth; 4. Stern
et al, 1999; 5. Rogers, 2003
Behavior Theories and Worksheet
Background
influence
Past behavior
Demographics and
culture
Education & literacy^3 Socio-economic factors^2 Familial structure^2
Attitudes towards
specific behavior
Stereotypes & stigma Social norms & expectations^4
Personality, moods &
emotions
Other individual
difference variables
Behavior specific knowledge & skills^4 Habit and routine^4 Individual interests & needs3, 5
Context 4, 5
Intervention exposure Media exposure
Behavior beliefs
& Outcome
evaluations
For consequences of performing a specific behavior^1 For a person’s value of those consequences^1
Normative beliefs
& Motivation to
comply
Perceived expectations by relevant individuals & groups and intention to comply with those beliefs^1
Control beliefs &
Perceived power
Ease of performance^1 Beliefs about barriers & benefits^1
Attitudes
about a specific behavior^1 General environmentalist predisposition Behavior-specific norms and beliefs Non-environmental attitudes Perceived costs and benefits of action
Norms
related to a specific behavior
Sample Workshop Materials: Worksheets 5 The 7-Step Process in Practice: A Case Study Example
The Changing Public Behavior (CPB) project focuses on increasing citizen involvement because people are an
important element of a conservation plan. The CPB Self-Study Module is designed to help natural resource
professionals develop and use audience information to plan outreach initiatives. The Self-Study Module,
worksheet, and self-assessment rubric are online at:
http://fyi.uwex.edu/wateroutreach/changing-public-behavior/self- study-module/
The purpose of this case study example is to illustrate how the seven steps of the module were incorporated in a
real situation. We’ve correlated actions taken in planning and delivering a successful Arkansas outreach initiative
to each of the steps in the module.
Each of the seven steps has:
A description of the step (yellow box)
Related background information from the Arkansas
project
A brief activity to complete (green box). For some steps
we’ve provided examples of possible activity entries. In
other steps, you will be asked to provide answers
related to the Arkansas project.
Sample Workshop Materials: Worksheets 6 Project Name: Illinois River Watershed Urban NPS Outreach and Education Project
This Arkansas Project not only afforded a documented evaluation of changes in nonpoint source pollution (NPS)
awareness and behaviors, but it was invaluable in helping the Illinois River Watershed Partnership (IRWP) gain
momentum in its work to engage stakeholders and to manage and restore the watershed.
The Project had a relatively large budget that allowed them to study their target audience and a control group
using surveys as assessment tools. A pre-survey measuring attitudes and behaviors was conducted by phone with
both groups. An outreach campaign was then developed and implemented. A post-survey measured changes in
attitudes and behaviors in both groups. Data from each group was then compared to learn which of the outreach
techniques were successful.
1 Case study information adapted from Final Report: Illinois River Watershed Urban NPS Survey Project 02- 1900 and Final
Report: Illinois River Watershed Urban NPS Outreach and Education Project 02-1900, University of AR, Cooperative
Extension, 2007.
Sample Workshop Materials: Worksheets 8 STEP 1: ACCESS AND DESCRIBE THE PROBLEM OR OPPORTUNITY
Entry example: Common urban NPS pollution in northwest Arkansas
(urban fertilizers, pet waste, poorly functioning septic systems,
construction site runoff, eroding stream banks) are impacting the
watershed. Urban residents must be educated about these issues and the
roles they need to take to improve and protect watershed resources.
Sample Workshop Materials: Worksheets 9 Self-Study Module STEP 2: IDENTIFY PRELIMINARY TARGET AUDIENCE(S)
Once you have identified the
goal of your outreach effort,
brainstorm who, specifically,
could be a part of making
that goal happen.
I n cooperation with
stakeholders, key
informants, and experts:
▫ Identify and engage in
a preliminary dialogue
with the potential
target audience(s).
Who was involved in planning the Arkansas outreach strategies?
Stakeholders, key informants, experts:
▫ Illinois River Watershed Partnership (IRWP) Education Committee
(described in Step 1: Situation)
▫ University of Arkansas Cooperative Extension Service (CES) ▫ With audience assessment help from: ▫ University of Arkansas Survey Research Center (SRC) ▫ Maloney Associates, Inc (marketing firm)
The Arkansas project had a large budget and therefore had the potential to
target a number of different audiences in a variety of ways. Project reports did
not describe the process the outreach planning team went through to choose
their target audiences.
STEP 2: IDENTIFY PRELIMINARY TARGET AUDIENCE Changing Public Behavior, Educator Self-Study Module University of Wisconsin, Environmental Resources Center
Identify a target audience(s) for the Arkansas project:
Sample Workshop Materials: Worksheets 11 Self-Study Module ENVIRONMENTAL PRACTICE AND SPECIFIC BEHAVIORS Assessment procedure used: Pre-survey
To determine the design of the outreach education strategy and to develop a
baseline to measure its effectiveness, the University of Arkansas Survey
Research Center (SRC) conducted a pre-outreach survey in urban areas of both
the Illinois River Watershed (experimental population) and Faulkner County
(control population). Faulkner County was selected as a control group because
its residents are demographically similar to urban residents in the Illinois River
Watershed, yet far enough away that they will not receive the educational
program.
A 54-question survey was developed through the IRWP Education Committee
and refined by the Survey Research Center. The pre-outreach survey was
conducted during the summer of 2006 with a random sample of residents.
Randomly generated phone numbers were purchased from a national sampling
firm for pre-survey interviews. Complete responses were analyzed from 793
urban residents in the Illinois River Watershed, and 580 from the control
population. Table 1 includes sample information from the survey, adapted for
this case study.
Table 1. Arkansas pre-survey data sample
Categories of
information
Experimental population Control population
Population profile (^) Education, income and age similar to control (not defined in report) Higher percentage of Latino, Asian, and Native American respondents than control Majority live in single family homes and own them Ratio of women and men similar to control (not defined in report) Education, income and age similar to experimental population (not defined in report) Higher percentage of Caucasian and African-American respondents than experimental population Majority live in single family homes and own them Ratio of women and men similar to experimental population (not defined in report) KNOWLEDGE AND AWARENESS Impression of water quality Water quality rated “fair” Water quality rated “fair” Familiarity with terms 70% familiar with the term watershed 71% familiar with the terms storm water and storm drain 31% accurately identified the major impact of phosphorous pollution 76% familiar with the term watershed 67% familiar with the terms storm water and storm drain 20% accurately identified the major impact of phosphorous pollution Perception of causes of pollution 23% identified farming activities as those most responsible for degrading water quality 7% identified residential activities as those most responsible for degrading water 10% identified farming activities as those most responsible for degrading water quality 11% identified residential activities as those most responsible for degrading Changing Public Behavior, Educator Self-Study Module University of Wisconsin, Environmental Resources Center STEP 4. COLLECT AUDIENCE INFORMATION RELEVANT TO THE
Identify and understand
“segments” of the relevant
population.
▫ What does the
audience already do
relative to the
preferred behavior?
▫ Are there barriers? ▫ What are audience
skills, interests,
needs?
Collect and analyze
information about each
audience relative to the
proposed behaviors.
Consider current behavior,
perceived consequences,
barriers, social norms,
knowledge, and skill.
Sample Workshop Materials: Worksheets 12
Audience information:
Table 1 illustrates the type of information you would analyze and record on your worksheet.
Categories of
information
Experimental population Control population
quality 9% viewed new construction as most responsible for degrading water quality water quality 9% viewed new construction as most responsible for degrading water quality Importance of personal actions 75% believed that their actions can have some or great affect on their region’s water quality 36% believed that individuals are ultimately responsible for protecting and improving water quality 75% believed that their actions can affect their region’s water quality 31% believed that individuals are ultimately responsible for protecting and improving water quality Knowledge of storm water concepts 21% know that storm water runs off their property into a creek or stream 39% know that when rainwater leaves storm sewers it flows into lakes, rivers, and wetlands 28% know that storm water runs off their property into a creek or stream 47% know that when rainwater leaves storm sewers it flows into lakes, rivers, and wetlands BEHAVIORS Regarding managing household hazardous waste
52% recycle household hazardous
products
36% recycle household hazardous
products
Regarding lawn care 12% tested for lawn fertilizer needs in the
last year
18% tested for lawn fertilizer needs in the
last year Regarding pet waste management
47% never pick up pet waste from their
yards
49% never pick up pet waste from their
yards PUBLIC POLICY Support for buffer zone requirements
82% believe that buffer zone
requirements should exist for urban grassed areas
79% believe that buffer zone
requirements should exist for urban grassed areas Importance of water quality
66% said that water quality was very
important
71.7% said that water quality was very
important STEP 4: WORKSHEET ENTRY
