The theorists concluded that, generally speaking, for a given behaviour to occur, at least one of these eight factors must be true:
1. The person has formed a strong positive intention (or made a commitment) to perform the behaviour.
2. There are no environmental constraints that make it impossible for the behaviour to occur.
3. The person has the skills necessary to perform the behaviour.
4. The person believes that the advantage (benefits, anticipate positive outcomes) outweigh the disadvantages (costs, anticipated negative outcomes) of performing a behaviour.
5. The person perceives more social (normative) pressure to perform the behaviour than to not perform the behaviour.
6. The person perceives that performance of behaviour is more consistent with his/her self image than inconsistent, or that its performance does not violate personal standards that activate negative self-sanctions.
7. The person’s emotional reaction to performing the behaviour is more positive than negative.
8. The person perceives that her or she has the capabilities to perform the behaviour under a number of different circumstances. That is, they have the perceived self efficacy to execute the behaviour in question.
The first three factors are viewed as factors “necessary and sufficient” for generating behaviour. That is for a given behaviour to occur, an individual must(a) have strong intentions to perform the behaviour, (b) have the necessary skills to do so and (c) not be restricted by environmental constraints.
The remaining factors are viewed as factors that can actively influence the strength and direction of behavioural intention. That is, these dimensions generate a degree of influence on changes in behaviour. In fact, the theorists argued that an individual will not form strong intentions to perform behaviour unless they perceive the positive outcome of performing the behaviour as greater than the negative or that they have the ability necessary to carry out the behaviour.
Building on from the above factors, we also need to effectively manage the process and provide the conditions for behavioural change to occur
Three stages of Engagement During Change Initiatives
Stage 1. Inform Phase: This phase creates the foundation for gaining employee commitment. It consists of the following stages;
- Contact – The earliest moment when employees or individuals learn of the change.
- Awareness – Individuals or employees realise that change will take place.
- Understanding – Employees demonstrate that they comprehend the nature and rationale of the change and what is expected of them.
Stage 2. Educate Phase: Employees learn how the change will directly affect their current routines. They can then make a decision whether to accept or reject the change. It is critical at this stage to communicate information that highlights the benefits of the change. The educate phase is composed of two commitment stages;
- Positive Perception – Employees develop a positive mentality toward the change.
- Adoption – Employees have been exposed to the change long enough to understand the worth and impact of the change on the organisation.
Stage 3. Commit Phase: Implementation occurs during this phase. Employees adjust to the change as it becomes a part of their daily work. Two stages compose the commit phase:
- Institutionalisation – The change proves durable and permanent and has been formally adopted into the routine operations of the organisation.
- Internalisation – Employees are highly committed to the change because it aligns with their personal interests, goals or value systems.
To create sustainable behavioural changes we need to consider the existing cultural norms, change readiness of our people and how we will effectively communicate the why, how and what of the change. This is not easy and requires a significant amount of support in resources to create something new and lasting. However, for those organisations that have effectively managed the process the benefits are rewarding, for both the individuals and the organisation.