1. Presentation by : Schola Madowo 12 th May 2010

2. Staff must develop daily practices sustainable throughout a lifetime and that which can eventually become part of our culture and values. Hence intervention does not begin or end with this committee or individual staff, it becomes a way of life embraced by all

3.  The High and low Scores from the 2008 and 2009 Global staff survey  Report of the staff retreat held in Sept 2009 with the guiding theme of Mutual Respect, Professionalism and Results for Children ( Refer to the documents in the intranet and drive P)

4. People have the most direct influence on behaviors. People are influenced by friends, neighbors, the people we admire, groups we join, supervisors, peers etc. Hence these are variables that should be used to encourage people to develop recommended behaviors. The most successful efforts to develop sustained recommended behaviors have been those that have enlisted satisfied acceptors, local networks & local influential people

5. Everybody does not accept things at the same time. People react differently to adopting new behaviors. The primary characteristic is the rate at which various groups adopt a practice. Some people tend to adopt new ideas and practices more readily than others (Innovators & Early Acceptors); Some are more cautious ( Late Acceptors & Resistors) The most cautious will have very good reasons for not readily accepting new behaviors. (These are the people with the most to lose & the fewest resources to invest) NB : Remember the Archetype indicators we were taken through during the last staff retreat ? i.e. Warrior, Innocent, Lover, Magician, Jester, Sage, Creator, Ruler, Caregiver Late majority – You need to use a communication strategy that is very different.

6. Rights based approach means equal and fair treatment of all people - Focusing on the least served people ( Late acceptors and Resistors ) if a majority are late acceptors, then you need to use a communication strategy that is very different: e.g.  Those with the most to lose if an intervention does not work  Those who want to protect the little they have by following the “tried and true “ Our obligation is especially to this groups. We have to work with them to discover  What aspect of policy/process they doubt  What they need to know more about  How your intervention can best meet their needs

7. Focus should be to  Give assurance and information required  Model behavior they need to see  Teach skills they need to acquire For this group, there is need to explore channels they most prefer, message they most want and people they most trust. Objective is to develop recommended behaviors relevant to people adopting the intervention you are responsible for.

8. Know the process by which different behaviors develop  People do not suddenly do something they have never done before.  They learn, weigh the benefits of doing/not doing something  Look around to see if anyone else is doing it – and if the larger group accepts those people  They learn the skills to do it  Apply it in their own lives  Evaluate if it is worthwhile to continue practicing it  They may reject or encourage others to follow their example

9.  Illustration I'm ready to show the solution to others and maintain the change I'm ready and plan to try I want to learn more There is a problem but I'm afraid to change There is a problem but I fear/doubt There is a problem – but it is not my responsibility No Problem

10.  Summary  People will adopt a recommended behavior if they  Know about it  Can easily access it  Feel it will do them some good  Perceive it to be cheaper to practice than not to practice it  Perceive friends and peers approve of it  See friends and peers using it  Can understand how to use it  Feel competent/comfortable using it  Confident that this behavior will bring the desired results  Will not lose what they have ( Resources & Prestige)  Included in the decision making about implementing - e.g. Identifying the problem & looking for solutions

11. The change Agent should help, not hinder in attempts to bring about the recommended behaviors required TOR  What consequences are generated by current practices ?  What current practices/ behaviors should be encouraged and expanded  Do participants perform any competing behaviors  Which practices need to be modified  Which practice need to be changed altogether ?  Do colleagues have skills/resources to perform target behavior ? Ideal Behavior = Feasible behavior. If Possible it becomes an objective

12. MORE IMPORTANTLESS IMPORTANT MORE CHANGEABLE Priority 1 More changeable and important behaviors High priority for prog. focus Priority 3 More changeable but less important behaviors Low priority except to demonstrate change for political purposes LESS CHANGEABLE Priority 2 Less changeable but important behaviors Priority for innovative ( pilot ) prog. Priority 4 Less changeable and less important behavior Low priority

13.  Determine behavioral consequences & antecedents (Events/conditions that trigger the behavior) and its consequences ( events/ conditions resulting from having performed the behavior)  Positive consequences can occur immediately following a behavior or can be delayed; can be concrete and observable or abstract; can be important to the participant or have little importance when they occur  Consequences of behavior can have great impact on performance of behavior over the long term and so should be taken into consideration in the analysis and planning process

14. Types of Negative consequences that influence behavior  When performance is immediately punishing ( In this case a person receives punishment for performing correct behavior)  When performance creates no immediate results  When non performance is more rewarding than performance  When other behaviors are more rewarding  When behavior is too complex, difficult or costly

15. Some Questions to ask  Is the product or service to be used acceptable and accessible to prog. participants. If yes, how ? If no, why ?  Are policies/rules and regulations in place to support the practice of priority behavior? If not, what should be done to put them in place ?  Are the practices of colleagues related to the problem compatible with the practice of the priority behavior ?  Are priority behaviors compatible with existing social norms?

16. PARTICIPANT ANALYSIS  Beneficiary(ies) ( primary participants) : Who suffers most from the problem and who will directly benefit from the interventions ?  Secondary participants : Those with the most influence on the beneficiaries and who must be involved and respond to.  What communication channels to use.  Objective : Indicate the expected change in knowledge, attitudes and practice ( behaviors). SMART objectives.  Develop strategies and activities  Monitoring and evaluation indicators

17. Action Plan  Training and capacity building, (Share Information)  Carry out recommended activities,  Carry out supportive supervision; monitor activities and behavior change;  Make mid course corrections and reinforce participation;  Evaluate performance during follow up period;  Share progress reports periodically