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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 2 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 … 5 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 6 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 7 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 8 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) 9 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 10 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) 11