Fool Proof Strategies for Marketing Pollution Prevention to

Fool Proof Strategies for Marketing Pollution Prevention to Business: Applying Four Ps to P 2 October 15, 2003 Thomas E. (Ted) Boyce, Ph. D. Center for Behavioral Safety, LLC Reno, NV Phone: 775. 232. 3099 E-mail: ted_cbs@hotmail. com

2 Basics of Social Marketing: The Bottom Line § Social marketing is used to influence the behavior of a target audience § To achieve a social objective § To adopt a product or plan § § Social marketing is NOT just advertising and training A change in the behavior of people is critical § Behavior is influenced by its outcomes § We understand this through the ABC model § Social Marketing requires an understanding of the 4 Ps § Product, Price, Place, and Promotion

Module 1: Product--Defining What You’re Marketing

4 Mission/Vision: Desired Behavioral Changes More of. . . • ________ • ________ • ________ Less of. . . • ________ • ________ • ________

5 Scoping: 15 Words Flip Chart Helps You Begin with the End in Mind Each team member is given a flip chart page and marker. They must write, in 15 words or less, the project definition. Post all and check for agreement. Double check all fuzzy words by circling them and asking "What does it look like? " or "How will we know it when we have it? ". PROJECT DEFINITION

6 An Effective Environmental Management System Has Four Characteristics. § § Environmental protection is held as a VALUE by all employees. Each individual feels a sense of responsibility for his/her work environment and helping others to protect the environment. Each individual is willing and able to work on behalf of the environment. Each individual routinely performs behaviors that protect the environment for the benefit of themselves and others.

7 Effective Culture Change Requires Continual Attention to Three Areas. Person Knowledge Skills Abilities Intelligence Motives Attitude Personality Environment Work Culture Behavior Following procedures Cleaning-up spills Sweeping floors Coaching peers Equipment Tools Management systems Machines

8 By Focusing on Behaviors, We Identify Areas for Improvement Before Incidents Occur. Fatality Serious Incident Minor Incident Near Miss At-Risk Behavior

Active Involvement of Employees is Critical to Achieving an Effective EMS. § § § Employees can learn when and where the at-risk behaviors occur. Employees can learn about unsafe conditions. Employees know more about peers’ attitudes which may impact environmental protection. Employees are in the best position to use the behavior-change tools on a day-today basis. Understanding the principles and designing the tools provides a “voice” and fosters ownership of the process. Employees have a lot to gain from environmental protection improvements. 9

10 Achieving an Effective EMS will Require Shifting Our Focus. From: To: Failure Oriented Achievement Oriented Outcome Based Process Based Management Driven Employee Driven Government Regulations Company/Employee Responsibility Rugged Individualism Teamwork Piecemeal Approach Systems Approach Fault Finding Fact Finding Reactive Quick Fix Proactive Continuous Improvement Priority Value

Module 2: Price: A Tale of Two Consequences

12 Behavior Occurs as a Result of What Comes Before and After. Before Behavior After Answer door A good friend is at the door Behavior After Doorbell rings Answer door A sales person is at the door Before Behavior Doorbell rings Before Doorbell rings Answer door (Behavior Increases) (Behavior Decreases) After No one is there (Behavior decreases after repeated occurrences)

13 Activators and Consequences are Filtered Through the Person.

14 Direction Is Not Sufficient To Change Behavior. Direction + Motivation Behavior Change

15 Some Tasks Have Natural Motivating Consequences.

16 Some Tasks Don’t Have Natural Rewarding Consequences.

Some Consequences Lead to More Behavior Change Than Others. The MOST effective consequences are: • Certain (There’s a high probability you’ll receive the consequence. ) • Soon (The consequence occurs immediately after your behavior. ) • Sizable (The consequence is significant or meaningful to you. ) Risky Behavior: not cleaning-up spill Consequences: comfort vs. environmental incident 17

18 Environmental Protection is a Continuous Fight with Human Nature. § At-risk behaviors are often more comfortable, convenient, and time-efficient than safe behaviors o Immediate, certain, and sizable consequences. § At-risk behaviors rarely result in the sort of consequences (e. g. , illness, discipline) sufficient to discourage their occurrence o Uncertain, sometimes delayed, may not be sizable relative to other available consequences § Initial awareness and carefulness is often transient because of a natural learning process (i. e. , drift) o Natural consequences for at-risk behavior make it more likely over time

Module 3: Place -- Ownership, Empowerment, and Effort

20 People Do What You Do. Setting Examples by Forest H. Kirkpatrick The eye’s a better teacher and more willing than the ear; Fine counsel is confusing, but example’s always clear; And the best of all the preachers are the one’s who live their creeds. For to see the good in action is what everybody needs. I can soon learn how to do it if you’ll let me see it done; I can watch your hands in action, but your tongue too fast may run; And the lectures you deliver may be very wise and true. But I’d rather get my lesson by watching what you do. For I may not understand you and the high advice

21 Employees Use A Structured Process to Follow-up on Targeted Areas.

22 One-Minute Observation and Feedback Makes a Difference.

23 The Data May Be Examined In Different Ways. Before BBS Program After BBS Program rolled out in May 2001

24 The Data May Be Examined In Different Ways. Before BBS Program After BBS Program rolled out in May 2001 Goal: 90% safe for 3 consecutive months Incentive: Celebration

Module 4: Promotion--Using the ABCs Effectively

26 Threat vs. Opportunity Matrix (Assessing a Silent P--Politics) Threats Short-Term Long-Term Opportuniti es

27 At-Risk Behaviors Are Not Necessarily the Result of Deliberate Acts. Safe Habit (reinforcement) Knowingly Safe (feedback) Knowingly At-Risk (knowledge) Unknowingly At-Risk

28 Activators and Consequences are Used in Interventions to Influence Behavior. § Use Activators when employees: § Don’t fully understand the appropriate behavior. § Need to be reminded of the appropriate behavior. § Use Consequences when existing consequences: § Reward the at-risk behavior. § Prevent the environmental protective behavior. § Use Both § Most effective interventions are a combination of activators and consequences.

29 Effective Activators Follow These Six Principles. § Specify behavior Be specific about the behaviors you are requesting. § Vary the message Look for different ways to keep the message fresh. § Vary the method Look for different ways to deliver the message. § Involve the participants Involvement leads to ownership and commitment. § Activate close to response opportunity Give reminders near the opportunity to perform the requested behavior. § Implicate consequences Make sure people realize the consequences that are available to them if they perform according to the request.

30 The Most Powerful Activators Imply Consequences.

31 Interventions Often Introduce Extra Consequences. Natural Consequen ce Extra Consequence Old Time consuming § More difficult (selfapproval) § Time saving § Easy § Comfortable (injury rare) § § Desired Behavior § At-risk Behavior Ignore New § § Reprimand Penalize § Praise Rewarding feedback Recognition Correcting or constructing feedback

32 Feedback is a Powerful Consequence to Motivate Behavior. § § § Rewarding feedback increases desired behavior; correcting feedback decreases undesired behavior. Feedback provides knowledge of results. Feedback provides social support. § Peer support and acceptance § Manager/supervisor approval § Behavior-focused feedback can occur formally and informally. § Formally: behavioral observation & feedback process, accountability reviews, performance evaluations § Informally: one-on-one or group feedback

33 Communicating the Vision "Elevator Speech” Communication of clear purpose helps overcome resistance Used For: • Meaningful Helping team members practice framing the need • Articulating the vision in a clear, simple and way Tactics & Tools Include: • What is our project about? • Why do we need to change? • What does success look like? • What do I need from you? 1. Imagine a chance meeting of a CAP team member and a key stakeholder in an empty elevator with 90 seconds to ride. 2. Describe the need for change and the vision of the new state, as one might respond to the question, "Why are we doing this project? " 3. Team members practice this "speech" so they can convey a uniform message to others.

34 Communication Planning Matrix Channel Written: Newsletter Bulletin Board VP Memo Oral Crew Meeting Staff Meeting Announc e CAP Project Clarify/ Communic ate vision Mobilize Commitm ent Communic ate Successes

35 3 -W Form (What, Who, When) What Who Whe n Comments 1 2 3 4 5 AOC ACTIVITIES OFF COURSE Item Percent # Resource Complet Progress Obstacles from s Needed ed 3 W

36 Small Steps Reduce Errors and Build Self-Effectiveness.

37 On-Site Seminar Offer Your attendance at this presentation entitles you to: § § One free on-site introductory seminar or 1/2 off on-site consultation and workshop* *Participant will be responsible for travel expenses plus materials. To set-up your on-site visit and consultation, contact Dr. Boyce at 775. 232. 3099 or ted_cbs@hotmail. com Please mention your attendance at this WRPPN session.