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Design Thinking and Behavior Change: Take One,[object Object],                   R. Craig Lefebvre, PhD	,[object Object],   		             chief maven, socialShift,[object Object],Research Professor, George Washington University School of Public Health & Health Services,[object Object]
Design Thinking and Behavior Change: Take One,[object Object],This work is licensed under the Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc-nd/3.0/us/ or send a letter to Creative Commons, 171 Second Street, Suite 300, San Francisco, California, 94105, USA.,[object Object]
Orienting Principles,[object Object],Design thinking for behavior change focuses on helping people learn new behaviors, not enabling us to change their current ones.,[object Object],Behavior is designed by genetic, biological, physical, psychological, social, economic, technological, environmental and cultural forces.,[object Object],Design thinking must capture and reflect how learning occurs in the natural contours of people’s lives.,[object Object],Products, services, policies, programs and communication serve to improve, support and sustain learning and behavior – or not!,[object Object]
How People Learn Most of the Time,[object Object]
New Technologies Expand The Scope and Capacity for Learning,[object Object],Modeling: People learn from what they see others doing and observing the consequences of those actions.,[object Object]
Why do people pay attention?,[object Object]
Why do people pay attention?,[object Object],It’s important to them at the moment (fits preconceptions, interests).,[object Object],It moves them emotionally.,[object Object],Not too complicated.,[object Object],It is ubiquitous or frequent.,[object Object],They find it useful to solve a problem – cope with the environment.,[object Object]
Why do people remember it?,[object Object]
Why do people remember it?,[object Object], Can convert information to images and easily used words, phrases, slogans.,[object Object], Can create ‘rules’ – “do this when…” - or a prototype behavior (eat 5 a day).,[object Object], Learn to talk themselves through situations, feelings, etc.,[object Object], Rehearse it – mentally (cognitively) or in actual practice.,[object Object]
Why do people act or not?,[object Object]
Why do people act or not?,[object Object], They can see themselves doing it.,[object Object], Have opportunities to practice it (get better at it).,[object Object], Have the necessary component skills to do it (within biological and physical constraints).,[object Object], Get feedback (internal and external) – making the unobservable observable (performance feedback).,[object Object]
But – they have to be motivated!,[object Object]
But – they have to be motivated!,[object Object],Not acting on what we learn most often happens when the new behavior has little functional value or carries a high risk of punishment.,[object Object],Performing the new behavior results from three types of incentives – the allure of direct, tangible rewards; observed or vicarious rewards - experiencing it though others; and self-produced ones.,[object Object],Behaviors are more likely to occur when they are met with valued outcomes – material benefits, sensory stimulation, positive or negative social reactions, reward of efficacy in controlling events (feeling in control of things).,[object Object]
It’s ALL About Matching,[object Object]
It’s ALL About Matching,[object Object],What’s the desirable or aspirational behavior versus what’s relevant and possible in their life.,[object Object],Understand what is the extraordinarily normal.,[object Object],Create contours and context for behaviors.,[object Object],Be slightly ‘off’ – gradually learn the rules and shape the behavior (coping vs mastery models).,[object Object],Make observable features (self-monitoring).,[object Object],Use other media to surround, permeate and be a continual presence.,[object Object]
Design thinking allows us to look at the contours of people’s lives and discover new opportunities and resources for learning and improving social conditions..,[object Object]
Credits,[object Object],Principles based on: Bandura A. Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall Inc, 1986. ,[object Object],Cover photo: The Great Wave off Kanagawa. [http://commons.wikimedia.org/wiki/File:The_Great_Wave_off_Kanagawa.jpg],[object Object],How people learn most of the time photo: Orb of life by Jaxxon. [http://www.flickr.com/photos/jaxxon/72032259],[object Object],New technologies photo: Learning Muggu by srinivasakrishna. [ttp://www.flickr.com/photos/srinivasakrishna/2261211468/],[object Object],Why do people pay attention? photo: Confusion by Dave Nitsche. [http://www.flickr.com/photos/60486745@N00/390044745].,[object Object],Why do people remember it? photo: I can taste summer!byBitzi. [http://www.flickr.com/photos/bitzi/176304506],[object Object],Why do people act or not? photo: Stage rehearsal for performance by  _dai_. [http://www.flickr.com/photos/daiharuki/484522382],[object Object],But they have to be motivated! photo: A little push by Stephaniedan. [http://www.flickr.com/photos/stephaniedan/2615420737],[object Object],It’s ALL about matching! photo: Imitation of life by Ko_An. [http://www.flickr.com/photos/ko_an/173692337],[object Object],Closing photo: Kenyan weekend marketplace by Craig Lefebvre.,[object Object]

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Introduction To Behavioral Design

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Hinweis der Redaktion

  1. It’s important to them at the moment (fits preconceptions, interests)It moves them emotionallyNot too complicatedIts ubiquitous or frequentFind it useful to solve a problem – cope with the environment
  2. Can convert information to images and easily used words, phrases, slogans.Can create ‘rules’ – “do this when…” - or a prototype behavior (eat 5 a day)Learn to talk themselves through situations, feelings, etcRehearse it – mentally (cognitively) or in practice
  3. They can see themselves doing itHave opportunities to practice it (get better at it)Have the necessary component skills to do it (with biological and physical constraints)Get feedback (intrinsic and extrinsic) – making the unobservable observable (performance feedback)
  4. Not acting on what we learn most often happens when the new behavior has little functional value or carries a high risk of punishment.Performing the new behavior results fro three types of incentives – the allure of direct, tangible rewards; observed or vicarious rewards – experiencing it though others; and self-produced ones.Behaviors are more likely to occur when they are met with valued outcomes – material benefits, sensory stimulation, positive or negative social reactions, reward of efficacy in controlling events (feeling in control of things).
  5. What’s the desirable or aspirational behavior versus what’s relevant and possible in their lifeUnderstand what is the extraordinarily normalCreate contours and context for behaviorsBe slightly ‘off’ – gradually learn the rules and shape the behavior (coping vs mastery models)Make observable features (self-monitoring)Use other media to surround, permeate and be a continual presence