Purpose
The Behaviour Change Planning Table to helps you strategically think through and plot the theory of change for achieving desired behaviour change to inform your community animal welfare improvement project planning.
Keyword Search Tags
Project Phase:
Planning Phase, Implementation Phase
Approaches for Working With Communities: Community Development Approach, Community Engagement Approach, Societal Outreach and Campaigns Approach
Behavioural Drivers (COM-B):
Behaviour Change Diagnosis and Planning
Project Support: Facilitator Resources, Documentation and Reporting
Complete the table by following Steps 1-6 in the table. A completed table is provided as an example, along with a blank template for you to complete for your project. The table reflects information related to one desired behaviour, and it is recommended you complete one for each behaviour, or desired result, the project desires to promote whenever feasible.
| Example of Completed Behaviour Change Planning Table | ||||
| STEP 1 | STEP 2 | STEP 3 (*see instructions below) | STEP 4 | STEP 5 |
| What behaviour/ action is being promoted by the project and what are the animal welfare issue(s) it is expected to address? | Who is the target group (who is expected to adopt this change)? | What needs to change for target groups(s) to be able adopt desired behaviours/improve animal welfare? (e.g. in terms of COM-B/barriers to behaviour change) | What do project activities need to achieve to address what needs to change? (e.g. Increase/ decrease/ improve / reduce…. + …perception …ability (knowledge / skills) …availability of / access to…) | What activities will be undertaken by the project to achieve these desired changes? |
| EXAMPLE: Feed animals dry feed mixed with small amount of water to reduce dust inhalation to reduce the incidence of colic | EXAMPLE: 1. Women carers 2. Girls and boys who help with feeding | EXAMPLE: 1. Women, girls, and boys are not aware of the causes of colic (C-Ps) 2. Women, girls, and boys do not know how to prevent colic (C-ps) 3. Water is not available in the house to mix with feed in the mornings (only available after midday once retrieved from local water point by women) (O-ph) | EXAMPLE: 1. Increase women, boys, and girls understanding of the causes of colic 2. Increase women, boys, and girls’ ability to prevent colic that results from their husbandry and management practices | EXAMPLE: CCAs conduct home visits where: |
| STEP 6 EXAMPLE Impact Indicators: # Of incidents of colic reported by animal owning households Improved income generation from reduced number of days animal is unable to work EXAMPLE Outcome Indicators: % women carers and girls and boys who feed animals dry feed mixed with small amount of water % Of women, girls, and boys aware of the causes of colic and how to prevent it % Of households reporting water is accessible in the house in the morning to mix feed EXAMPLE Output Indicators: # Of training sessions held on causes and prevention of colic # Of women carers and girls and boys attended training on causes and prevention of colic | ||||
| Example of Completed Behaviour Change Planning Table | ||||
| STEP 1 | STEP 2 | STEP 3 (*see instructions below) | STEP 4 | STEP 5 |
| What behaviour/ action is being promoted by the project and what are the animal welfare issue(s) it is expected to address? | Who is the target group (who is expected to adopt this change)? | What needs to change for target groups(s) to be able adopt desired behaviours/improve animal welfare? (e.g. in terms of COM-B/barriers to behaviour change) | What do project activities need to achieve to address what needs to change? (e.g. Increase/ decrease/ improve / reduce…. + …perception …ability (knowledge / skills) …availability of / access to…) | What activities will be undertaken by the project to achieve these desired changes? |
| EXAMPLE: Owners’ guiding donkeys using verbal and body communication whenever donkeys are required to move. | EXAMPLE: Urban donkey cart drivers in Kenya | EXAMPLE: Urban donkey cart drivers not aware of alternative positive methods of communication with donkeys which does not involve a whipping (C-Ps). Urban donkey cart drivers lack skills to effectively communicate with the donkeys using body language (C Ph). | EXAMPLE: Increase urban donkey owning cart driver’s awareness of alternative methods of communication which do not involve whipping. Increase urban donkey owning cart driver’s ability to use verbal or body language to communicate with the donkeys and train donkeys to respond with desired behaviours without using a whip. | EXAMPLE: · Conduct awareness sessions for Urban donkey cart drivers · Animal welfare experts conduct alternative guiding methods training sessions · Coach and mentor owners to practice new guiding method skills they are trained on in classroom and in real life setting |
| STEP 6 EXAMPLE Outcome Indicators: # Of Urban donkey cart drivers in Kenya reporting that they use alternative guiding (verbal and body communication) % Donkeys in urban areas in Kenya with improved body score condition. EXAMPLE Output Indicators: # Of training/mentoring sessions held on alternative guiding communication with Urban donkey cart drivers | ||||
* For STEP 3: List what needs to change for desired results of project in terms of the following COM-B components, labelling each need accordingly (e.g. C-ph, M-Au)
- Physical capability (C-ph) – physical skills, strength, or stamina
- Psychological capability (C-ps) – knowledge, cognitive and interpersonal skills, memory, attention, decision making processes, behavioural regulation
- Physical opportunity (O-ph) – physical environment and resources
- Social opportunity (O-so) – social influences
- Reflective motivation (M-Re) – beliefs (e.g. about capabilities, consequences), optimism, intentions, social/professional roles and identify
- Automatic motivation (M-Au) – habits, renforcement, émotions
The Human Behaviour Change Learning Module is a recommended reading supporting use of this resource.
