Changing Behavior:
Insights and Applications
Annette Frahm, project manager
Dave Galvin
Gail Gensler
Gail Savina
Anne Moser
December 1995
Revised June 2001
Local Hazardous Waste Management Program in King County
King County Water Pollution Control Division
130 Nickerson St., Suite 100
Seattle, Washington 98109
(206) 263-3050; haz.waste@metrokc.gov
Prog-3(12/95)rev.6/01
Introduction
Have you ever tried to get a smoker to stop? A kid to start wearing a bike helmet? An aerosol user to switch? Changing behavior is both art and science, and much can be learned from others’ attempts to change behavior that can make our work more effective.
A project team at the Local Hazardous Waste Management Program in King County,
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When properly applied, it works!
The following pages include:
ϖ A checklist of action steps for planning behavior change projects
ϖ A summary list of behavior change principles
ϖ A detailed list of principles, including examples from the research literature and field experience
ϖ A bibliography of sources used in the project
The authors of this report are interested in how these principles work for you. If you’d like to share stories, ideas, and evaluation results, please contact the project manager, Annette Frahm, at the Local Hazardous Waste Management Program in King County.
Mail: c/o King County Water Pollution Control Division Hazardous Waste Management Program 130 Nickerson St., Suite 100 Seattle, Washington 98109
Telephone: (206) 263-3064
E-mail: annette.frahm@metrokc.gov
Checklist of Action Steps for Behavior Change
This is a circular process. Working through steps 2, 3 and 4 may lead to redefining the objective in step 1. ρ 1. Define your objective. What is your desired end result? You may begin by thinking broadly, but narrow your objective so it’s achievable and, if possible, measurable. How will you know when you’ve achieved your desired result?
ρ 2. Select your audience. Brainstorm the possible audiences you could work with and choose one. Pick the one most likely to get your desired result.
ρ 3. Learn about your audience. What do they need? What do they want? What do they know? What are their perceptions? Who do they
Set goals and objectives – this is generally what is hoped to be achieved in the long term by setting out short term and specific achievements to contribute to that goal
In an essay, the authors goal is to appeal to the audience in three different forms of
3) You need to find a commonplace between you and your audience in order to begin trying to persuade the audience
Audience analysis is described as the process of examining information about your listeners. Then using that analysis helps you adapt your message so that your listeners will respond as you wish (Steven A. and Susan J. Beebe, 2015). It is highly important to read your audience when presenting a speech, the first thing I noticed about my classroom audience was everyone has a good sense of humor and were open minded as to what they might be hearing. In this paper I will be analyzing my classroom audience and describing how they might react to my speeches and what is the best way to present my speeches. I will discuss the differences between each person and how their views will shape my speeches as a whole because ultimately I must appeal to my audience.
7. What do I want my audience to think, do, feel, or believe after reading my message?
Devise strategies for persuading your audience to accept your proposal and incorporate that persuasion in your presentation of the message.
Persuading an audience is not a simple feat to accomplish as some may think. In actuality, it forces people to look beyond themselves and their
Provide a description of your audience (e.g., its demographics like age, gender, ethnicity, etc. as well as any other information about them that impacts the way you plan and present the speech (see the textbook, pp. 618–628).
Your Task. Revise the following sentences to emphasize the perspective of the audience and the “you” view.
different types of audiences. Also, I am going to let others try to help me out
A. Critically discuss four or five of the main contexts surrounding and informing the product (e.g. how it might be understood with reference to politics, economics, society, technology, narrative, realism, ideology, postmodernism, identity, history, aesthetics, etc.)
The questions writers should ask before they collect the information are what do you want the receiver to do or believe? What does the audience already know? How will it receive this message? What techniques should I use to present this message effectively? How to elicit some feedback?
As I started to consider the source text I was going to use, several questions buzzed round my head. What did I want to adapt? What form would it take? How would I make it work in my chosen form? How could I please the audience?
WRITTEN ASSIGNMENT ONE: write a brief email (300 or fewer words). Make certain to include a subject line that will get your audience's attention.
Audience Analysis/Adaptations (Tip - see Chapter 4 in text; refer to student samples, answer all questions in