: Example Barrier Analysis Questionnaire for Use with Husbands If conducting a regional training: : Mock Doer/Non-Doer Questionnaire for Use During Training : Doer/Non-Doer Study Questionnaire Development Worksheet The questionnaire developed during Step 7 (multiple copies per participant or interview team) 10 Preparation and Practicum: Conducting Formative Research If conducting a regional training: : Mock Doer/Non-Doer Questionnaire for Use During Training Task 10 Flip Chart 1: Field Work Team Members Task 10 Flip Chart 2: Interviewing “Dos” Task 10 Flip Chart 3: Interviewing “Don’ts” List of interviewing techniques for the role play in Step 3b Computer, printer and paper, and stapler to make sufficient copies of the questionnaire E Evaluation (Flip Chart or Handout) Day Four 11 Compiling and Analyzing the Data : Example Sheets of Results for a Doer/Non-Doer Study (previously prepared flip charts sheets, one for each question, and handout copies for participants) Completed questionnaires from that morning’s field work One hand calculator Optional: : Sample Barrier Analysis Datasets Optional: Barrier Analysis Tabulation Sheet (Microsoft Excel) downloaded from Optional: Computer (for using the Barrier Analysis tabulation sheet) Optional: : Optional Activity: Computerized Data Entry and Analysis of Results 12 Writing the Bridges to Activities : Definition of Bridge to Activity The definition of Bridge to Activity from : The Five DBC Decisions : Examples of completed DBC Frameworks, Example 1: for Agriculture and Natural Resources [ANR] Programs: Poultry Management : Example Bridges to Activities : Writing Bridges to Activities from Determinants
Task 3 Handout 2 Examples of Completed DBC Frameworks Example 1 for Agriculture and Natural Resource Management (ANRM) Programs: Poultry Management Behavior Priority Group or Influencing Groups Determinants Bridges to Activities Activities Targeted adult men and women who raise chickens keep them enclosed (penned up) at all times. Demo: Adult men and women from families who raise chickens. All have children 2 years or a pregnant or lactating woman at program start-up. They live in rural villages, Men and women are somewhat literate; Common Desires: They all want food security, and education for their children. Current Practices: Chickens wander freely and in trees. They think chickens will not have enough to eat if they are penned up; they do not know affordable ways to make chicken coops. Stage of Change: awareness stage. Perceived Negative Consequences: chickens will stop laying it will be more effort and more expensive to give chickens food and water Perceived Positive Consequences: they will not lose chickens to wild animals less loss due to illness chickens will not damage and gardens it is easy to vaccinate them can use manure for fertilizer Access: Reduce the perception that chickens will stop laying eggs if they are penned up. Reduce the perception that it takes more effort/expense to care for penned up chickens. 1. Create one demonstration site per village where families can observe the survival of penned chickens and the ability of chickens to adapt to the enclosed environment with cost-benefits displayed. 1 and 2. Train agriculture volunteer promoters in poultry care (feed, water, vaccine) and construction of pens and cages using locally available materials. Monitor and reinforce their ability to transmit skills to others. 2. Provide improved feed, water, and vaccine to all poultry. 2. Reinforce the benefits of enclosing poultry by distributing a calendar with one benefit shown per month. 3. Provide technical assistance and a small loan to one
Example 3 Women sun dry harvested maize/corn to reduce risk of mycotoxin contamination Behavior Priority Group or Influencing Groups Determinants Bridges To Activities Activities Women in households that grow maize the grain at least three days before storing it. Demo: Women who don’t work outside their houses; majority are illiterate and speak Q’eqchi. Daily Routine: Go to church on Sunday morning Are busy with daily household chores; agricultural work is seasonal; Common Desire: Want to be perceived as good mothers and housewives; Barriers: don’t think they can help with post-harvest activities; What they know/feel/do: Most families don’t dry corn grains because the grain suffers. Most feel that helping with post-harvest practices is not their responsibility. of Change: Influencing Groups: Community elders, religious leaders, husbands 1. Perceived self/efficacy (barriers): Lack of time 2. Social norms: Believe that family members would not approve the practice 3. Perceived Divine will: Believe that God like the corn to be sun dried because it suffers 4. Culture: Good mothers only do house chores 1. Reinforce the perception that this practice is worth the time-investment to dry corn well and store in silos to avoid mycotoxin contamination and other losses. 2. Strengthen family members’ acceptance of women working in post-harvest practices. 3. Decrease the perception that God disapproves of the process of corn. 4. Increase the perception that cultures change and now women can partake in productive activities 1. Hold demonstrations and pilot tests to compare sun-dried grains for three days against corn that has been dried using other methods. 2. Engage wives, children, and other family members in training processes and the practice of sun-drying corn. 3. Engage religious leaders in promoting messages in favor of women corn in order to mitigate mycotoxin contamination. 4. Promote cross visits with mothers that have already adopted the practice to learn about the benefits drying drying
practice the Behavior) Perceived action efficacy (the belief that the action is actually effective in addressing the problem) Tell a story about two families: one where the husband helps with the post- harvest chores and one where he doesn’t. In both families, the wife is pregnant. In the first family the wife does not get overtired and delivers a healthy baby. In the second family the wife gets over tired and the wife goes into early labor and loses the baby. Discuss the benefits of husbands helping with post-harvest chores and all HH chores. Compare yields improved seed and traditional seed. Compare yields new fertilizer and traditional fertilizer. Compare soils that use and do not use organic material. Demonstration plots show that simple irrigation systems make it possible to harvest a crop in the dry season. Develop monitoring and evaluation (M&E) systems to assess the results of new practices. Share these widely to demonstrate the positive results of specific new practices; for example, survival rates in herds that have been vaccinated. Perceived (an individual’s belief that he or she can do a particular Behavior; has the set of skills or abilities necessary to perform a particular Behavior) Teach husbands (and wives) about the different food groups and the nutritional value of each so they can decide as a couple what to grow in their home garden. Demonstrate and provide practice to apply new skills, such as tree planting and installing drip irrigation. Policy (laws and regulations that affect Behaviors and access to products and services) Advocate to require married men to put wives name on the land title; Advocate among community leaders to encourage men/boys to assume responsibility for some household chores Pass controls and regulations on pesticides that limit the import of illegal products. Develop for animal circulation to prevent the spread of disease. Promote policies to favor marketing of local production over imports. Culture Write a story about an old man who supports shared with his wife even though ‘that’s not how we used to do it”. Use the story to generate discussion around how customs have changed over the years Do transect walk with men to Write a story about an old farmer who supports the use of modern pesticides even though ‘that’s not how we used to do it”. Use the story to generate discussion around how customs have changed over the years.
Task 19 Handout 1 Example Behavior Change Strategy Implementation Plan Behavior: Corn producers store their maize in silos before consuming it. Behavior Priority Group Bridges To Activities (With Determinants) Activities (With Implementers) Monitoring And Evaluation (M&E) Indicators Time Skills/ Knowledge/ Resource Or Training Required Q1 Q2 Q3 Q4 Corn producers store their maize in silos before consuming it. Men and who are farmers from 17 to 80 years of age, average 44 years old All speak Q’eqchi’ language Maize harvest and post-harvest practices have been established through generations Elders don’t approve new practices They have low economic status Most are subsistence production farmers Perceived divine will Decrease the perception that God disapproves of maize being stored in silos. 1. Train religious leaders on the process and benefits of the practice. 2. Engage religious leaders in promoting messages in favor of the practice. Number of religious leaders trained on this subject. X X X X Resource materials: Existing in country training materials on silos Identify specific scriptures that support the promoted behavior
Ask participants to their plans for using the Designing for Behavior Change (DBC) Framework going forward. Ask participants: When thinking about your own program and the limits of staff, time, and resources, when do you see yourself and your colleagues using this framework? Encourage participants to be specific, not just say “during general planning processes” (e.g., proposal development, baseline survey, detailed implementation plan development). While participants are sharing their plans, one of the facilitators or a volunteer can tally the post-test results and share these with the participants once discussion is complete. Note: Facilitators have several options when sharing the pre-test and post-test results: Post the pre-test and post-test results next to each which will allow participants to compare their scores Email the scores to participants and/or their managers As time allows, share the results with the participants during the workshop Ask participants to list three action items that are relevant to this workshop, which they plan to do within the next two months. Ask participants: Who would be willing to be a mentor to someone else in the group? Who would like to have a mentor? As participants raise their hands, ask them to pair up and make a note of each other’s names and contact information. Ask participants to by and invite them to comment on the differences in the comfort levels pre-workshop and post-workshop. Ask participants: Are there any big surprises? Are there any disappointments? Why? 3. Workshop closing Hand out completion certificates and congratulate the participants. Distribute contact and any final materials, including : DBC Resources. Post-Workshop Process Survey 1. Please check the box that most closely reflects your opinion. Workshop Processes And Facilitator Strongly Disagree Disagree Agree Strongly Agree The objectives of the workshop were clearly stated.