1 Prof. Erik Bichard Selling Behaviour Change to Senior Management

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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

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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

‘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

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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

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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.

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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

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Shane O’DonnellEnergy Officer

Selling behaviour change to "them upstairs" - how to engage with senior management

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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.

Business Case

Commercial Benefits

Social Benefits

Moral Benefits

Legal Benefits

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The Wakefield College Approach

Utilised the acquired data.

We carried out in depth research.

In order to produce the business case.

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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

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 ?

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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

Keep It Simple & Straight forward

And remember:

Ultimately - If your presenting to them you obviously have a legitimate proposition.

K I S S

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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?

Desire & Conviction

Action

Interest & Comprehension

Awareness

Unaware

Embed

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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

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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’sSPIN Selling

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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?

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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 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