This document discusses the COM-B model of behavior change and how it can be used to develop theories of change for interventions. The COM-B model proposes that behavior is influenced by capabilities, opportunities, and motivation. It describes how interventions can target these components to create capacity and behavior changes. The document provides examples of how to apply the COM-B model to map out intervention pathways and assumptions about how capacity changes lead to behavior changes. It also identifies different types of interventions that correspond to each component of the COM-B model. In summary, the document outlines the COM-B behavior change model and demonstrates how it can be utilized to strengthen theories of change for evaluations.
Rehabilitation : Principle and its types Palash Mehar
Rehabilitation-
According to WHO “Rehabilitation or rehab is the combined and coordinated use of the medical, social, educational, and vocational measures for training and re-training the individual to the highest possible level of functional ability”.
Principles of Rehabilitation
Aspects of Rehabilitation
Types of Rehabilitation :-
There are too many types rehab to list here but some common types of therapy include,
Physical therapy
Occupational therapy
Speech/swallow therapy
Cognitive rehabilitation therapy
Vocational rehabilitation
Rehabilitation : Principle and its types Palash Mehar
Rehabilitation-
According to WHO “Rehabilitation or rehab is the combined and coordinated use of the medical, social, educational, and vocational measures for training and re-training the individual to the highest possible level of functional ability”.
Principles of Rehabilitation
Aspects of Rehabilitation
Types of Rehabilitation :-
There are too many types rehab to list here but some common types of therapy include,
Physical therapy
Occupational therapy
Speech/swallow therapy
Cognitive rehabilitation therapy
Vocational rehabilitation
Genuineness; Listening; Unconditional positive regard; Believing the client; Cultural sensitivity; Showing the way; Honesty; Patience; Free expression; Knowledgeable; Being in control; Empathetic; Non-judgmental
disability, impairment, rehabilitation, rehabilitation council of india, prosthsis, orthosis, vocational , occupational rehabilitation, causes, definition,
The rehabilitation team conventionally includes the physiatrist, rehabilitation nurse, physical and occupational therapist, speech pathologist, rehabilitation psychologist, and social worker or case manager, with availability of other services such as nutrition and respiratory therapy.
Developing non-clinical approaches and are pathways to fundamental socioeconomic issues that are presented in the primary care and secondary care settings
an individual’s perception of their position in life in the context of the cultural and value systems in which they live and in relation to their goals, expectations, standards and concerns
Event @ AICare Hub (15 Feb) - Falls Prevention and Home Safety for the ElderlySingapore Silver Pages
Event: Falls Prevention and Home Safety for the Elderly
Date: 15 February 2014
Venue: AICare Hub
Presentation: Preventing Falls Among Elderly
by Mr Alan Ong, Mr Senthil Kumar & Miss Nurul Atiqah (Occupational/Physio-therapists, Society for the Physically Disabled)
What are the common causes of fall, and what to do when a fall occurs? How to make your home safer?
Health promotion is the process of enabling people to increase control over & improve their health by developing their resources to maintain or enhance well being.
Change ModelsDifferent models have been developed to help plan f.docxsleeperharwell
Change Models
Different models have been developed to help plan for and implement change. Change has been studied from the conceptual approach, such as "what," as well as from the process approach of "how."
The conceptual models of change usually concentrate on content and strategic initiatives. On the other hand, process models focus on the sequence of events necessary to effect organizational change by focusing on the stages and steps of implementation.
Develop Contextual Issues of the Change
Once the need for change and the cause for implementation have been established, the contextual issues of the change can be developed to help evaluate the extent of change that an organization can implement with the resources available. Factors to consider during this process include:
· Readiness of the organization
· Culture of the organization
· Systems issues
· Amount of resistance that might be involved
Communicate the Vision to Employees
Once the vision for the change has been developed, the leaders should communicate the vision to employees. The vision should be clearly articulated, including how the change will impact the employees. This can be difficult when the change will have a negative impact on employees, but it is better for employees to understand the change than to be in the dark.
When change is implemented and individuals' employment is affected, it may be best for leaders to hold off and not communicate any reductions in force until it is necessary for the employees to know. Any change in employee status can be hard for everyone, including the employees who are staying. Both groups of employees need careful communication and support while going through the transitions.
Plan Strategies and Develop Criteria
Once the reason for the change has been communicated, implementation strategies should be considered. This is an opportunity for the leadership to involve the workforce as the workforce can be instrumental in developing the implementation strategies. As the implementation strategies are being formed, how the outcomes would be measured should be considered. How will an organization know when the change is finished and successful? If the organization includes outcome measures (e.g., increase in market share and decrease in costs) in its planning, it will help those implanting the change to know what constitutes success.
Implement and Monitor
Change can then be implemented, monitored, and managed to ensure that sequential steps are taken and continuous feedback is available.
While there are several steps for managing and monitoring change, most change processes will follow this type of model. On the other hand, conceptual models of change emphasize the mental constructs and sense making of the change
Change Process Models
There are several change models that can be used to implement a change effort. The process models are often used because they provide leaders and organizations with a sequential approach to cha.
A Comparison of Five popular Models for Managing Business Changejehovah
Organizational change management (OCM) is a structured approach in an organization for ensuring that changes are smoothly and successfully implemented, and that the lasting benefits of change are achieved. That is easier said than done.
Nevertheless, there are many management consultants, clinical psychologists and social scientists who have carried out extensive research on the dynamics of change and proposed models and frameworks to understand the same.
We present here a comparison of five popular models. By no means is this list complete. The complexity and unpredictability of human behavior will ensure that the field of change management will continuously produce more frameworks to study and more models to adopt.
Genuineness; Listening; Unconditional positive regard; Believing the client; Cultural sensitivity; Showing the way; Honesty; Patience; Free expression; Knowledgeable; Being in control; Empathetic; Non-judgmental
disability, impairment, rehabilitation, rehabilitation council of india, prosthsis, orthosis, vocational , occupational rehabilitation, causes, definition,
The rehabilitation team conventionally includes the physiatrist, rehabilitation nurse, physical and occupational therapist, speech pathologist, rehabilitation psychologist, and social worker or case manager, with availability of other services such as nutrition and respiratory therapy.
Developing non-clinical approaches and are pathways to fundamental socioeconomic issues that are presented in the primary care and secondary care settings
an individual’s perception of their position in life in the context of the cultural and value systems in which they live and in relation to their goals, expectations, standards and concerns
Event @ AICare Hub (15 Feb) - Falls Prevention and Home Safety for the ElderlySingapore Silver Pages
Event: Falls Prevention and Home Safety for the Elderly
Date: 15 February 2014
Venue: AICare Hub
Presentation: Preventing Falls Among Elderly
by Mr Alan Ong, Mr Senthil Kumar & Miss Nurul Atiqah (Occupational/Physio-therapists, Society for the Physically Disabled)
What are the common causes of fall, and what to do when a fall occurs? How to make your home safer?
Health promotion is the process of enabling people to increase control over & improve their health by developing their resources to maintain or enhance well being.
Change ModelsDifferent models have been developed to help plan f.docxsleeperharwell
Change Models
Different models have been developed to help plan for and implement change. Change has been studied from the conceptual approach, such as "what," as well as from the process approach of "how."
The conceptual models of change usually concentrate on content and strategic initiatives. On the other hand, process models focus on the sequence of events necessary to effect organizational change by focusing on the stages and steps of implementation.
Develop Contextual Issues of the Change
Once the need for change and the cause for implementation have been established, the contextual issues of the change can be developed to help evaluate the extent of change that an organization can implement with the resources available. Factors to consider during this process include:
· Readiness of the organization
· Culture of the organization
· Systems issues
· Amount of resistance that might be involved
Communicate the Vision to Employees
Once the vision for the change has been developed, the leaders should communicate the vision to employees. The vision should be clearly articulated, including how the change will impact the employees. This can be difficult when the change will have a negative impact on employees, but it is better for employees to understand the change than to be in the dark.
When change is implemented and individuals' employment is affected, it may be best for leaders to hold off and not communicate any reductions in force until it is necessary for the employees to know. Any change in employee status can be hard for everyone, including the employees who are staying. Both groups of employees need careful communication and support while going through the transitions.
Plan Strategies and Develop Criteria
Once the reason for the change has been communicated, implementation strategies should be considered. This is an opportunity for the leadership to involve the workforce as the workforce can be instrumental in developing the implementation strategies. As the implementation strategies are being formed, how the outcomes would be measured should be considered. How will an organization know when the change is finished and successful? If the organization includes outcome measures (e.g., increase in market share and decrease in costs) in its planning, it will help those implanting the change to know what constitutes success.
Implement and Monitor
Change can then be implemented, monitored, and managed to ensure that sequential steps are taken and continuous feedback is available.
While there are several steps for managing and monitoring change, most change processes will follow this type of model. On the other hand, conceptual models of change emphasize the mental constructs and sense making of the change
Change Process Models
There are several change models that can be used to implement a change effort. The process models are often used because they provide leaders and organizations with a sequential approach to cha.
A Comparison of Five popular Models for Managing Business Changejehovah
Organizational change management (OCM) is a structured approach in an organization for ensuring that changes are smoothly and successfully implemented, and that the lasting benefits of change are achieved. That is easier said than done.
Nevertheless, there are many management consultants, clinical psychologists and social scientists who have carried out extensive research on the dynamics of change and proposed models and frameworks to understand the same.
We present here a comparison of five popular models. By no means is this list complete. The complexity and unpredictability of human behavior will ensure that the field of change management will continuously produce more frameworks to study and more models to adopt.
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In a few sentences summarize the key takeaway from chapter 3, 4 & MalikPinckney86
In a few sentences summarize the key takeaway from chapter 3, 4 & 5 then continue to answer the following:
1. What is our personal abyss, and according to Haldeman, what are we afraid of?
2. How have recent events placed your organization at an impasse? Could you or your organizations have been more prepared for the impasse? In what sense? Which people and organizations are most likely to be unprepared and have the hardest time?
3. Think of and ask a discussion question back to your cohort group.
Please see Chapters Below
CHAPTER THREE
Change Process and Models
William J. Rothwell, Roland L. Sullivan, Taesung Kim, Jong Gyu Park, and Wesley E. Donahue
A model for change is a simplified representation of the general steps in initiating and carrying out a change process. It is rooted in solid research and theory. Managers and consultants, when demonstrating the competencies of an OD practitioner, are well-advised to rely on a model for change as a compass to show them the direction in which to lead the change effort and change process. In this chapter, we review numerous models to guide the change process.
AN OVERVIEW OF KEY MODELS FOR ORGANIZATIONAL CHANGE The change models we share rely primarily on a normative, reeducative, and innovative approach to behavioral change. They are (1) the traditional action research model, (2) Appreciative Inquiry, and (3) an evolving view of the action research model. The Traditional Action Research Model Action research has long been the foundation for many change efforts. It is properly regarded as a philosophy, a model, and a process. Like any change model, action research is a simplified representation of the complex activities that 42
CHANGE PROCESS AND MODELS 43 should occur in a change effort if it is to be participative, engaging, and empowering for those affected by it. The model serves as a compass to consultants facilitating change. While it does not tell consultants, managers, or workers exactly what to do in a paint-by-the-numbers fashion, it provides a process whereby the consultant and client can jointly inquire and decide what change is required. It helps consultants track where they are and where they are going. While the action research model has been depicted in different ways, the depictions of it share common characteristics. Figure 3.1 illustrates a general model of action research. Action research may also be understood as a process of continuing events and actions. In a classic description, French and Bell (1990) defined this interpretation of action research as "The process of systematically collecting research data about an ongoing system relative to some objective, goal, or need of that system; feeding these data back into the system; taking actions by altering selected variables within the system based both on the data and on hypotheses; and evaluating the results of actions by collecting more data" (99). One way to think about the traditional action re ...
Taxonomy of change models slideshare 201703Mark Simpson
Having worked in change environments for many years and used a wide range of change models for many different types of change we found it useful to collate and categorise models for ease of reference. We have used four types of classification:
Contextual – broader strategic or macro models that can be helpful in understand a context of change, or support for change - Nadler and Tushman, congruence model being an example
High level change model – change specific models, but at a broader, sometimes even conceptual model - Carnall, change management model as an example
Actionable Model – detailed, with defined stages and actions, for example Accelerating Implementation Methodology (AIM) Change Management Methodology
Supporting – models that underpin our approach to change, they can apply to specific elements of change or help to understand certain elements, for example - Beckhard and Harris, change formula
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Taxonomy of change models Version 3.0 (July 2017)Mark Simpson
Having worked in change environments for many years and used a wide range of change models for many different types of change we found it useful to collate and categorise models for ease of reference
In this update to our taxonomy we have added Change Rx, Galbraith Star Model, Positive Deviance and Whole System Transformation; further enhancements are welcomed.
In compiling this taxonomy we were surprised at the volume of change related models, in some ways a testament to the views that change can be challenging and the search for a formulaic approach that it could be argued is not possible given that humans are wonderfully unique and change situations can be highly varied. Our view is that understanding, appreciation, empathy, flexibility and resilience coupled with a desire to learn are foundational capabilities that can help those delivering change to be in a resourceful state in order that they support others and deliver effective change.
We hope you find this taxonomy of use.
Mark Simpson
Head of Consultancy
ORG 6600, Culture of Learning Organizations 1 Cours.docxaryan532920
ORG 6600, Culture of Learning Organizations 1
Course Learning Outcomes for Unit VIII
Upon completion of this unit, students should be able to:
9. Create an action research plan for transforming a dysfunctional organization into a learning
organization.
Reading Assignment
In order to access the resource below, you must first log into the myWaldorf Student Portal and access the
Business Source Complete database within the Waldorf Online Library.
Edmondson, A. C., & Smith, D. M. (2008, Fall). Too hot to handle? How to manage relationship conflict.
Rotman Magazine, 26-31.
Ford, J. D., Ford, L. W., & D’Amelio, A. (2008). Resistance to change: The rest of the story. Academy of
Management Review, 33(2), 362-377.
Garvin, D. A., Edmondson, A. C., & Gino, F. (2008). Is yours a learning organization? Harvard Business
Review, 86(3), 109-116.
Kimball, L. (2013). Changing the organization one conversation at a time. OD Practitioner, 45(2), 31-36.
Marshak, R. J., & Grant, D. (2011). Creating change by changing the conversation. OD Practitioner, 43(3),
2-7.
Wittig, C. (2012). Employees’ reactions to organizational change. OD Practitioner, 44(2), 23-28.
Click here to download the Socio-Cognitive Systems Learning Model.
Unit Lesson
Welcome
Welcome to Unit VIII, the final unit of this course! For this unit, you will want to pull out the socio-cognitive
systems learning model. If you need another copy, a link is provided in this unit’s readings section. Let’s get
started!
Transformative Change
In this unit, we will discuss one of the most important topics of this course (and one of the most important
topics of the Organizational Leadership program): the process of transformative change. Transformative
change involves a transition from Model I to Model II patterns. This is powerful learning for you, as a leader,
for two reasons.
First, this learning is essential for you to transform your own thought-behavior patterns to Model II. Through
your own transformative change, you will optimize your “use of self” as an instrument for change (Jamieson,
Auron, & Shechtman, 2010). That is, you will develop yourself in order to experience productive learning and
change in your own personal and professional life. This is an essential skill for a leader.
Second, by applying the use of self, you will be equipped to lead others toward productive learning and
change. This is also an essential leadership skill, particularly as you help lead people to productively address
UNIT VIII STUDY GUIDE
Transformative Learning: Toward the
Culture of Learning Organizations
https://online.waldorf.edu/CSU_Content/Waldorf_Content/ZULU/Business/ORG/ORG6600/W14Aw/UnitVIII_ReadingAssignment.pdf
ORG 6600, Culture of Learning Organizations 2
UNIT x STUDY GUIDE
Title
conflict (Jamieson, Auron, & Shechtman, 2010). Ultimately, you will also be able to help people undergo their
own transformative change fro ...
Behavioral consultation is a four-stage problem-solving model that involves the cooperative efforts of two or more persons to clarify a student's needs and develop and implement appropriate strategies for intervention. This approach facilitates the development of reports which serve to effectively and efficiently communicate assessment and treatment data with clients, serve as a source of hypotheses and interventions, and provide a baseline for evaluating progress and any future behavioral changes. Further, the systematic and comprehensive documentation of treatment approaches and outcomes translates to increased accountability for practitioners.
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1. WORKING PAPER
John Mayne
4 July 2016
The COM-B Theory of Change Model
Introduction
Most interventions seek to change the behaviour of individuals and/or
organizations. Yet surprisingly evaluation of interventions has not made much
use of the quite large literature on behaviour change theories and models. One
review of the literature is by Darnton (2008).
There are exceptions. Bennett’s hierarchy has been used in the evaluation of
education programs (Bennett 1975; Bennett and Rockwell 1995). The hierarchy
includes an imbedded behaviour change model where by changes in capacity of
knowledge, aspirations, skills and attitudes (KASA) are seen as leading to practice
changes. Steve Montague has used the Bennett hierarchy in a variety of
evaluation settings (Montague 2000; Montague and Valentim 2010; Montague
and Lamers-Bellio 2012).
In a recent article (Mayne 2015), I used the NOA (Needs, Opportunities and
Abilities) model of Gatersleben and Vlek (1998) discussed by Darnton (2008) as
a key part of a useful theory of change model. Darnton’s review of behaviour
change models notes a key aspect, namely that all of the capacity change
elements in the models are necessary to bring about behaviour change. How the
capacity change elements are organized and grouped differ among different
models, but are essentially referring to the same set of capacities. The NAO model
argues that needs and opportunities lead to motivation which when combined
with abilities leads to behaviour change.
The COM-B model
In working with the Palladium group, a more recent behaviour change model was
identified that seems even more intuitive and is specifically aimed at
interventions aimed at changing behaviour. Michie, Stralen and West (2011) set
out a COM-B model of behaviour change: behaviour (B) occurs as the result of
interaction between three necessary conditions, capabilities (C), opportunities
(O) and motivation (M).
Capability is defined as the individual’s psychological and physical
capacity to engage in the activity concerned. It includes having the
necessary knowledge and skills. Motivation is defined as all those brain
processes that energize and direct behaviour, not just goals and conscious
decision-making. It includes habitual processes, emotional responding, as
well as analytical decision-making. Opportunity is defined as all the
factors that lie outside the individual that make the behaviour possible or
prompt it. (Michie et al. 2011: 4) [italics added]
2. 2
Their COM-B systems model is shown in Figure 1. Note that both capabilities and
opportunities can influence motivation and all three not only bring about
behaviour change but can also be influenced by the resulting behaviour change,
i.e., there is often a feedback loop from behaviour change to capacity change. If
practice change seen as limited, then there may be a need for more capacity
change work.
Reflecting on Bennett’s KASA model:
• Capability relates to knowledge and skills, and is similar to abilities.
• Opportunity is not in the KASA model (but is in the NAO model).
• Motivation relates to attitudes and aspirations.
Interventions typically address one or more of capabilities, opportunities and
motivation, indeed often just capabilities such as when knowledge and skills are
enhanced through workshops and training. In such a case, the behaviour change
assumptions would have to include an assumption about adequate opportunities
and motivation being in place, since a key behaviour change assumption is that
the capabilities, opportunities and motivation are all present and adequate.
In a theory of change context, for the COM-B model we would have Figure 2.
Further discussion on this type of behaviour-change based theory of change
model can be found in Mayne (2015). Note that Figure 2 includes possible
unintended results that could be triggered by the intervention, and need to be
kept in mind.
Working with the COM-B model
In working with this COM-B generic theory of change model, it was not always
clear how to distinguish among the capacity and behaviour changes and their
associated assumptions. Consider these in turn:
Capabilities
Behaviour
change
OpportunitiesMotivation
Figure 1: The COM-B System Model
3. 3
Behaviour Changes
The behaviour changes are the specific practice changes that occur. These are
usually easy to identify and indeed, to measure.
Behaviour Change Assumptions
Since, based on the model, capacity change ‘will’ lead to behaviour change, it is
not always clear what the behaviour change assumptions should be and indeed if
any assumptions are needed. A distinction in part could be that behaviour change
often takes time to become ingrained and seen as worthwhile, and may involve
feedback between the behaviour and capacity change. Teaching skills is fine, but
then putting them into practice takes time and no doubt some trial and error.
Possible generic behaviour change assumptions therefore could include, the need
for:
Behaviour
Change
Capacity Change
Figure 2: The COM-B Based Theory of Change
Reach &
Reaction
Activities/
Outputs
Direct
Benefits
Improved
Wellbeing
Reach
Assumptions
Capacity Change
Assumptions
Behaviour Change
Assumptions
Direct Benefits
Assumptions
Wellbeing
Assumptions
External
Influences
Capability Opportunity
Motivation
Unanticipated
Results
4. 4
• Sustained leadership
• Other sustained support
• Resources
• Early successes
• Application of new capacities being not too difficult
Capacity Changes
Capacity changes should be the actual changes acquired in capabilities,
opportunities and motivation. These would often be more of a challenge to
measure and to set targets for. There might be behaviour change research
available that could help.
Of more immediate concern, is understanding exactly what these terms mean in
the COM-B model. Michie et al. (2011) define the terms as follows:
“In this ‘behaviour system,’ capability, opportunity, and motivation interact to generate
behaviour that in turn influences these components …
• Capability is defined as the individual’s psychological and physical capacity to
engage in the activity concerned. It includes having the necessary knowledge and
skills.
• Motivation is defined as all those brain processes that energize and direct
behaviour, not just goals and conscious decision-making. It includes habitual
processes, emotional responding, as well as analytical decision-making.
• Opportunity is defined as all the factors that lie outside the individual that make
the behaviour possible or prompt it.” (p. 4)
“Within the three components that generate behaviour, it is possible to develop further
subdivisions that capture important distinctions noted in the research literature. Thus,
• With regard to capability, we distinguished between physical and psychological
capability (psychological capability being the capacity to engage in the necessary
thought processes - comprehension, reasoning et al.).
• With opportunity, we distinguished between physical opportunity afforded by the
environment and social opportunity afforded by the cultural milieu that dictates the
way that we think about things (e.g., the words and concepts that make up our
language).
• With regard to motivation, we distinguished between reflective processes (involving
evaluations and plans) and automatic processes (involving emotions and impulses
that arise from associative learning and/or innate dispositions).” (p. 4)
Capabilities is the more straightforward component comprising skills and
knowledge, and frequently addressed in interventions through training and
workshops.
5. 5
Note though how opportunity is defined. Opportunities include events outside
the individual(s) that make behaviour change possible—including changes in
social norms—or prompt it—such as incentives or sanctions.
Motivation could include new ways of thinking and decision-making. Obviously,
in many cases, new opportunities would trigger enhanced motivation.
Note then that:
• Motivation are internal processes that have changed such as new
realizations, thinking and forms of decision-making,
• Opportunities are external to the individuals and might include reasonable
costs, making the time to learn, changes in social norms, incentives or
penalties.
Capacity Change Assumptions
These assumptions need to be the events and conditions that are needed to bring
about the capacity changes. To some extent, the outputs intending to lead to the
capacity change are precisely those events and conditions, or perhaps more likely
the events.
Generic capacity change assumptions might be that:
• Training is relevant to the setting
• Outputs are sensible
• Messages are understood
• Enabling environment is supportive
• Social norms are supportive
• Incentives are supportive
• Reach, if not specifically included.
Further, assumptions for each of changes in capabilities, motivation and
opportunities need to be addressed or accounted for.
Reach and Reaction
Reach and Reaction are the target groups who are intended to receive the
intervention’s outputs and their initial reaction. In an ex post situation, reach
would be those actually reached which could be different from who were intended
to be reached. The expectation would be that those reached saw or were involved
with the outputs. The expected reaction is that the intervention approach and its
outputs were positively received and deemed worth further consideration.
6. 6
Reach Assumptions
The assumptions here are the events and conditions needed to occur if the
outputs delivered are to reach and be positively received by the reach groups.
Generic reach assumptions could include such things as
• the targeted audience is well defined and can be communicated with,
• the approach and outreach is context sensitive, and
• the outputs are seen as acceptable, and worth considering.
Some examples
I have redone, using the COM-B model, several of the examples I used in earlier
publications. Figure 3 is the nutrition example I used in Mayne (2015). The
changes are in the Capacity and Behaviour Change Assumptions, where the COM
components of capacity change are spelled out.
The second example is the one previously used in Befani and Mayne (2014)
illustrating an intervention to improve girl’s education outcomes, shown here in
Figure 4. Here the intervention is shown as a composite intervention covering
• Pathway 1: engagement with community leaders and parents (PW1),
• Pathway 2: improvement to accommodation for girls in schools (PW2),
and
• Pathway 3: gender sensitive training to teachers (PW3).
Again the explicit use of the COM-B model is evident.
Types of Behaviour Change Interventions
Michie et al. (2011) also identify a classification of types of interventions and
policies that are used to change behaviour, based on a review of the relevant
literature (p. 7). Table 1 lists the types of interventions they identified. Also noted
in the table is which element of the COM-B model the intervention relates to.
7. 7
Behaviour Changes
Mother adopt new
feeding practices
External Influences
• Lower prices for
food
• Other staples
become more
Capacity Changes
Mother acquire new
capabilities about
nutrition benefits and
feeding practices
Reach and Reaction
Mothers with young
children
Direct Benefits
Children consume a
more nutritious diet
Capacity Change Assumptions
1. Capabilities - Nutrition benefits
and feeding practices understood
and relevant
2. Opportunities – Nutritious food
available and affordable
3. Motivation – Mothers want to
improve the health of their children
Reach Assumptions
1. Targeted mothers with young
children reached
2. Approach & material seems
appropriate
Wellbeing Changes
Children’s nutrition
status & health
improves
Figure 3: A Nutrition Intervention Theory of Change
Activities/Outputs
Training & Informing
on Nutrition Benefits &
Feeding Practices
Time line
Behavioural Change Assumptions
1. Mothers make decisions about
children’s food
2. New practices supported by
husbands and mother-in-law
3. Parents see improvements in
children’s health
Direct Benefits Assumptions
1. Practices prove practical
2. No reduction in other
nutritious food intake
Wellbeing Change Assumptions
1. Children have access to health
care
8. 8
Restructuring the information in Table 1, we have Table 2 showing the types of
interventions associated with each COM-B component. This suggest ways of
bring about capacity changes.
Table 1 Possible Types of Behaviour Changing Interventions
Intervention Definition Examples
Education
(Capability)
Increasing knowledge or
understanding
Providing information to promote
healthy eating
Persuasion
(Motivation)
Using communication to induce
positive or negative feelings or
stimulate action
Using imagery to motivate increases in
physical activity
Incentivisation Creating expectation of reward Using prize draws to induce attempts to
Behaviour Change
Girls actively
engaged in learning
Girls’ Behaviour Change Assumptions
A2. Continued support by parents and
community (PW1)
A3. Continued improved teaching that
recognizes improvement in girls’ learning
(PW3)
A4. Girls see their improvement in
learning
Girls’ Direct Benefit Changes
Assumptions
A1. Resources and will continue for
multi-year involvement
Figure 4: Beneficiary Theory of Change for Enhancing Education
Outcomes for Girls
Girls’ Capacity Change
Opportunities-social support, more
time for study; more time with
teachers
Motivation- girls more engaged in
and wanting an education
Direct Benefits Changes
Significantly improved
education outcomes for
girls
Girls’ Capacity Change Assumptions
Opportunities
A5. Girls see the greater support for their
education
A6. Girls relate to the improved teaching
Motivation
A7. Girls realize the importance of getting a
good education (PW1, PW3)
Capabilities
A8. Girls have the inherent capabilities
Outputs
• Teachers provide girls with more
empathetic and supportive teaching in
schools (PW3)
• Improved parental & community
support and time for study (PW1)
Outputs
PW2-Improved
accommodation
Girls’ Capacity
Change
Motivation -Girls
more
comfortable in
school
2 years
4-8 months
4-8 months
Pathway 2 ToC
External
Factors
• Internet
availability
• Text books
become
available
9. 9
Table 2 Types of Interventions Associated with COM-B Components
COM-b Component Types of Interventions
Capabilities Education
Training
Modelling
Enablement
Motivation Persuasion
Modelling
Opportunity Incentivisation
Coercion
Restriction
Environmental Restructuring
Enablement
(Opportunity/
Motivation)
stop smoking
Coercion
(Opportunity/
Motivation)
Creating expectation of punishment or
cost
Raising the financial cost to reduce
excessive alcohol consumption
Training
(Capability)
Imparting skills Advanced driver training to increase
safe driving
Restriction
(Opportunity)
Using rules to reduce the opportunity
to engage in the target behaviour (or
to increase the target behaviour by
reducing the opportunity to engage in
competing behaviours)
Prohibiting sales of solvents to people
under 18 to reduce use for intoxication
Environmental
restructuring
(Opportunity)
Changing the physical or social context Providing on-screen prompts for GPs to
ask about smoking behaviour
Modelling
(Motivation/
Capability)
Providing an example for people to
aspire to or imitate
Using TV drama scenes involving safe-
sex practices to increase condom use
Enablement
(Capability/
Opportunity)
Increasing means/reducing barriers to
increase capability or opportunity
Behavioural support for smoking
cessation, medication for cognitive
deficits, surgery to reduce obesity,
prostheses to promote physical activity
Source: Adapted from Michie et al. (2011: 7)
10. 10
Concluding remarks
The COM-B is an improvement on the previous behaviour change models I have
used in building theories of change. It is more intuitive and more structured,
forcing one to think through the drivers of capacity and behaviour change.
In this note, I have suggested generic types of capacity and behaviour change
assumptions, and Table 2 suggests the types of interventions that can bring about
capability, motivation and opportunity changes.
11. 11
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