Transcript Strategic Assessment Progress and challenges for the UK

Prime Minister’s Strategy Unit
Achieving Culture Change
David Knott and Stephen Muers
22nd June 2007
What is culture change?
Whole
society
1. Seeking to change
specific attitudes at a
society-wide level
2. Seeking to influence
underlying attitudes on a
cluster of values at a
society-wide level
3. Seeking to change
specific attitudes at a subgroup level
4. Seeking to influence
underlying attitudes on a
cluster of values at a
sub-group level
Target
level
Sub
group
Specific
attitude
Focus of policy
intervention
General
attitude
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Examples of culture change
Whole
population
‘Britishness’,
community
cohesion
Seat belts
Congestion
charge/ air duty
Alcohol duty
PHSE
classes
Relative
degree of
targeting
Healthy
living
Pension
reforms
Council stock
transfer 1980s
School
leaving age
Mentoring
programmes
EMAs
Sub
group
Teenage
pregnancy
Pain
reporting
Respect
agenda
Personal
aspirations
General attitude
Specific attitude
Relative focus of
policy intervention
3
Why does culture change matter?
•
Efficiency objectives:
- High cost-benefit ratios of behaviour based interventions
- Higher productivity in public expenditure areas e.g. Wanless
scenarios
•
Social objectives:
- Reducing inequalities in public service outcomes
- Increasing social mobility
- Creating more community cohesion and pro-social behaviour
- Encouraging sustainability use of environmental resource
4
What are the drivers of culture change?
4. … over time this
behaviour passes into
a behavioural or
social norm …
Behavioural
norm
5. … which ultimately
becomes part of our
attitudes, values and
aspirations.
Attitudes
1. Our attitudes, values,
aspirations, and sense
of self-efficacy are
developed from the
world around us …
3. … which influence our
actual behaviour along
with our response to
incentives, barriers and
information …
Behaviour
Behavioural
intention
2. … which form our
behavioural intentions
we have in regard to
specific decisions …
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What are the drivers of culture change?
1. Society-wide influences
DRIVERS OF CULTURE CHANGE
I. Economic, social,
technological,
environmental
II. Cultural, political, and
legal heritage
III.Ideas and innovation,
media and marketing
2. Immediate
environmental influences
I. Parents
II. Peers & role models
III. Local environment &
community
IV. Schooling
•Influence of financial and
non-financial incentives:
individual/group/provider
•Influence of legislation
and regulation
•Level of capacity,
barriers and alternatives
Behavioural
norm
Attitudes
Behaviour
Behavioural
intention
3. Incentives and barriers
Genes
4. Information &
engagement
•Levels of information
and awareness
•Levels of trust in info
sources and extent of
community engagement
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There are three main policy stages to developing a
culture change strategy
Clarify
objective and
rationale for
intervening
1. Identify and
segment the
range of
groups and
profiles
2. Assess what
is driving
attitudes and
behaviour in
the area
3. Determine
suitability of
different levers
- what does
and doesn’t
work?
Establish how
progress will
be monitored
and roll out
managed
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1. Identify and segment different groups and profiles
Example: those aged 16-19 Not in Education,
Employment or Training (NEET)
SEGMENTATION
Gap year students,
overseas students
GOAL PROFILE
“Not really NEET” – 32,500
Want to engage but
don’t know how
Reinforce with advice, guidance and
support
Recent leaver, potential
to re-engage
Promote attitude and reinforce with
financial support and information
and guidance as required
“Core target group” – 166,625
History of
disengagement,
entrenched resister
Pregnant, with serious
illnesses or caring roles
Change underlying attitudes and
provide financial support alongside
information and guidance
“Very hard to reach” – 20,875
Wrap around services
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2. Assess the drivers of attitudes and behaviour
Society-wide
influences
Incentives and
barriers
Attitudes
Behaviour
Immediate
environmental
influences
Information and
engagement
Behavioural
intention
For example through responses to attitudinal surveys:
• “Staying in education after the age of 16 is an important thing to do” (attitude)
• “People close to me say that it is important for me to remain in education after the age of 16” (social norm)
• “I intend to remain in education after the age of 16” (intention)
• “I have control over whether or not I remain in education after the age of 16” (self-efficacy)
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3. Determine suitability of interventions
1. Society-wide influences
3. Incentivise and enable; remove barriers
• Prominent political narrative on skills agenda
• Send strong policy signal through legislating to
raise leaving age to establish this as the social
norm
• Involve other thought-leading individuals and
institutions in driving the debate forward
• Dialogue with employer and employerorganisations to create quality and capacity in
accredited training schemes
• Provide financial support and incentives e.g.
Educational Maintenance Allowances, transport
allowances, progression awards
• Legislate to raise the leaving age to 18, enforce
non-compliance
• Use contracts e.g. Attendance Orders
• Provider incentives such as lead-budget holder
accountable for outcomes and hard incentives
on schools
• Address any capacity barriers: e.g. in FE or
number of apprenticeship places
Behavioural
norm
Attitudes
2. Immediate environmental influences
• Early family and parenting interventions
• Use trusted adults, peer mentors and role
models at the one-to-one and whole class
level over a long period to shift attitudes
• Provide intensive one-to-one support during
first year of study
• Schooling reform e.g. curriculum reform,
personalisation agenda, drive on standards
• Support constructive activities for young
people e.g. Youth Opportunity Fund
Behaviour
Behavioural
intention
4. Inform, engage and involve
• Provide integrated advice and support services
e.g. Connexions service, targeted youth service
• Use social marketing and media campaigns
• Provide information, guidance and advice at
earlier stages – e.g. 13-16 year olds
• Use trusted sources and role models to provide
information and support
• Inform children and parents of school outcomes
• Support community advisory services and
online forums
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Some areas for discussion
•
How should we go about segmenting different profiles and groups in
practice? What do we do in cases where there are multiple goals
and/or overlapping user profiles?
•
What do we know about how attitudes, values and aspirations affect
behaviour in different areas? Are there any cases where these have a
much stronger effect than incentives, legislation, and information
approaches?
•
How effective are interventions to tackle entrenched attitudes? (e.g.
parenting programmes, mentoring) Are there problems with using such
approaches? (e.g. public acceptance)
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