Fool Proof Strategies for Marketing Pollution Prevention to Business: Applying Four Ps to P2

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Fool Proof Strategies for Marketing Pollution
Prevention to BusinessApplying Four Ps to P2

• October 15, 2003
• Thomas E. (Ted) Boyce, Ph.D.
• Center for Behavioral Safety, LLC
• Reno, NV
• Phone [phone]
• E-mail ted_cbs_at_hotmail.com

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Basics of Social MarketingThe 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

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Module 1 Product--Defining What Youre Marketing
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Mission/Vision Desired Behavioral Changes
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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?".
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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.

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Effective Culture Change Requires Continual
Attention to Three Areas.
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By Focusing on Behaviors, We Identify Areas for
Improvement Before Incidents Occur.
Fatality
Serious Incident
Minor Incident
Near Miss
At-Risk Behavior
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Active Involvement of Employees is Critical to
Achieving an Effective EMS.

• Employees can learn when and where theat-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-to-day 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.

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Achieving an Effective EMS will Require Shifting
Our Focus.
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Module 2 Price A Tale of Two Consequences
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Behavior Occurs as a Result of What Comes Before
and After.
Before
Behavior
After
Doorbell rings
Answer door
A good friend is at the door
(Behavior Increases)
Before
Behavior
After
Doorbell rings
Answer door
A sales person is at the door
(Behavior Decreases)
Before
Behavior
After
Doorbell rings
Answer door
No one is there
(Behavior decreases after repeated occurrences)
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Activators and Consequences are Filtered Through
the Person.
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Direction Is Not Sufficient To Change Behavior.
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Some Tasks Have Natural Motivating Consequences.
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Some Tasks Dont Have Natural Rewarding
Consequences.
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Some Consequences Lead to More Behavior Change
Than Others.

• The MOST effective consequences are
• Certain (Theres a high probability youll
  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

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Environmental Protection is a Continuous Fight
with Human Nature.

• At-risk behaviors are often more comfortable,
  convenient, and time-efficient than safe
  behaviors
• Immediate, certain, and sizable consequences.
• At-risk behaviors rarely result in the sort of
  consequences (e.g., illness, discipline)
  sufficient to discourage their occurrence
• 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)
• Natural consequences for at-risk behavior make it
  more likely over time

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Module 3 Place -- Ownership, Empowerment, and
Effort
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People Do What You Do.

• Setting Examples
• by Forest H. Kirkpatrick
• The eyes a better teacher and more willing than
  the ear
• Fine counsel is confusing, but examples always
  clear
• And the best of all the preachers are the ones
  who live their creeds.
• For to see the good in action is what everybody
  needs.
• I can soon learn how to do it if youll 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 Id rather get my lesson by watching what you
  do.
• For I may not understand you and the high advice
  you give.
• Theres no misunderstanding how you act and how
  you live.

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Employees Use A Structured Process to Follow-up
on Targeted Areas.
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One-Minute Observation and Feedback Makes a
Difference.
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The Data May Be Examined In Different Ways.
Before BBS Program
After BBS Program
BBS Program rolled out in May 2001
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The Data May Be Examined In Different Ways.
Before BBS Program
After BBS Program
BBS Program rolled out in May 2001
Goal 90 safe for 3 consecutive
months Incentive Celebration
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Module 4 Promotion--Using the ABCs Effectively
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Threat vs. Opportunity Matrix(Assessing a Silent
P--Politics)
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At-Risk Behaviors Are Not Necessarily the Result
of Deliberate Acts.
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Activators and Consequences are Used in
Interventions to Influence Behavior.

• Use Activators when employees
• Dont 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.

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Effective Activators Follow These Six Principles.

• Specify behavior Be specific about the behaviors
  you are requesting.
• Vary the messageLook for different ways to keep
  the message fresh.
• Vary the methodLook for different ways to
  deliver the message.
• Involve the participantsInvolvement leads to
  ownership and commitment.
• Activate close to response opportunityGive
  reminders near the opportunity to perform the
  requested behavior.
• Implicate consequencesMake sure people realize
  the consequences that are available to them if
  they perform according to the request.

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The Most Powerful Activators Imply Consequences.
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Interventions Often IntroduceExtra Consequences.
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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

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Communicating the Vision
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Communication Planning Matrix
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3-W Form (What, Who, When)
AOC ACTIVITIES OFF COURSE
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Small Steps Reduce Errors and Build
Self-Effectiveness.
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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_at_hotmail.com
• Please mention your attendance at this WRPPN
  session.