Amy Bucher's talk from the UXPA Boston 2018 Conference

1. Research + Psychology = Magic
How to Plan and Analyze Research with the COM-B Model
of Behavior Change
Amy Bucher, Ph.D.
Behavior Change Design Director, Mad*Pow
abucher@madpow.net
@amybphd

2. Why Behavior Change?

3. “The study and application of behavior science
to the design and evaluation of products,
services and interventions
aimed at changing real-world behaviors.”
What Is Behavior Change Design?
WHAT
HOW
WHY

4. Behaviors Determine Outcomes
Intervention
Cognition
(Think)
Behavior
(Do)
Affect (Feel)
Outcomes

5. Our Behaviors Are Influenced by Psychology And Context
Person
Microsystem
Family & Friends
Workplace
Exosystem
Acquaintances
Community
Macrosystem
Culture
Laws
Societal norms

6. To change behavior,
first we need to understand it

7. Building a Behavior Science-Based Intervention
COM-B
Analysis
Define
Intervention
Functions
Select Behavior
Change
Techniques

8. The client: International Risk
Management Institute (IRMI)
How can we help keep
construction workers safe from
serious injuries and fatalities (SIFs)
on the work site?
Target behavior – using proper
safety protocol at all times on the
job site
IRMI’s Mind Forge Studios will use
the research as the basis for an
interactive safety training course
Case Study: Improving Construction Worker Safety

9. Interventions Are Not Reducing SIFs; Why Not?
Behavioral Science Technology (BST) (2011). New findings on serious injuries and fatalities: Validating a new paradigm to inform prevention initiatives. Retrieved from
http://dekra-insight.com/images/stories/newfindingsonseriousinjuriesandfatalities.pdf

10. We Need To Get In Workers’ Heads

11. 41 60-minute individual interviews with construction
workers:
• Mix of trades (e.g. general contractors, pipefitters,
electricians, etc.)
Distributed across three companies and projects at different
stages of completion:
• Arkansas, children’s hospital
• Florida, industrial facility
• California, urban high-rise hotel
Research included project tours and brief observations
Our Research Protocol

12. The COM-B Model

13. The COM-B Model
Behavior
Motivation
Opportunity
Capability
Michie, S., Richardson, M., et al. (2013). The behavior change technique taxonomy (v1) of 93 hierarchically clustered techniques: building an international consensus for
the reporting of behavior change interventions. Annals of Behavioral Medicine, 46(1), 81-95.

14. The COM-B Model
Behavior
Motivation:
Reflective &
Automatic
Opportunity:
Social & Physical
Environments
Capability:
Psychological &
Physical
Michie, S., Richardson, M., et al. (2013). The behavior change technique taxonomy (v1) of 93 hierarchically clustered techniques: building an international consensus for
the reporting of behavior change interventions. Annals of Behavioral Medicine, 46(1), 81-95.

15. The COM-B Model
Behavior
Michie, S., Richardson, M., et al. (2013). The behavior change technique taxonomy (v1) of 93 hierarchically clustered techniques: building an international consensus for
the reporting of behavior change interventions. Annals of Behavioral Medicine, 46(1), 81-95.
Motivation
Opportunity
Capability
Psychological
Capability
Physical Capability
Social Environment
Physical
Environment
Reflective
Motivation
Automatic
Motivation

16. In the context of this study, do the construction
workers have what they need to observe proper safety
protocol on the job site?
• Sufficient Capability (strength, knowledge, skills, stamina, etc.)?
• Sufficient Opportunity for the behavior to occur (e.g. it must be
physically accessible, affordable, socially acceptable, and the
worker must have enough time to complete it)?
• Sufficient Motivation (amount and quality at the time the behavior
needs to occur)?
The COM-B Model
Michie, S., Richardson, M., et al. (2013). The behavior change technique taxonomy (v1) of 93 hierarchically clustered techniques: building an international consensus for
the reporting of behavior change interventions. Annals of Behavioral Medicine, 46(1), 81-95.

17. Developing Your Interview Guide

18. Assessing Capability: Physical
Capability Element Questions to Ask Evidence to Look For
Skills Has this person received
adequate training to perform
the tasks?
Does this person have the
physical skills, strength, and
stamina to complete the
task?
• Successful task
completion
• Asking for assistance
• Needing tools or assistive
devices
• Ability to complete task at
one time vs. break into
steps

19. Assessing Capability: Psychological
Capability
Element
Questions to Ask Evidence to Look For
Knowledge Does this person demonstrate
knowledge of what needs to happen
for the task?
Ability to explain how to complete
the task, step-by-step
Memory & attention How does the person cope when
there are distractions?
Performance in busy or distracting
circumstances
Mental skills Can the person understand
everything that needs to happen?
Can he interact with other people to
make the task happen?
• How the person interacts with
others while working on the task
• If the person appears confused or
unsure
Self-regulation How does the person monitor the
situation and adapt their behaviors
accordingly?
• How the person adjusts to
unexpected circumstances
• Whether the person can change
plans if needed

20. Assessing Capability: Psychological
Capability
Element
Questions to Ask Evidence to Look For
Knowledge Does this person demonstrate
knowledge of what needs to happen
for the task?
Ability to explain how to complete
the task, step-by-step
Memory & attention How does the person cope when
there are distractions?
Performance in busy or distracting
circumstances
Mental skills Can the person understand
everything that needs to happen?
Can he interact with other people to
make the task happen?
• How the person interacts with
others while working on the task
• If the person appears confused or
unsure
Self-regulation How does the person monitor the
situation and adapt their behaviors
accordingly?
• How the person adjusts to
unexpected circumstances
• Whether the person can change
plans if needed

21. Assessing Capability: Psychological
Capability
Element
Questions to Ask Evidence to Look For
Knowledge Does this person demonstrate
knowledge of what needs to happen
for the task?
Ability to explain how to complete
the task, step-by-step
Memory & attention How does the person cope when
there are distractions?
Performance in busy or distracting
circumstances
Mental skills Can the person understand
everything that needs to happen?
Can he interact with other people to
make the task happen?
• How the person interacts with
others while working on the task
• If the person appears confused or
unsure
Self-regulation How does the person monitor the
situation and adapt their behaviors
accordingly?
• How the person adjusts to
unexpected circumstances
• Whether the person can change
plans if needed

22. Assessing Capability: Psychological
Capability
Element
Questions to Ask Evidence to Look For
Knowledge Does this person demonstrate
knowledge of what needs to happen
for the task?
Ability to explain how to complete
the task, step-by-step
Memory & attention How does the person cope when
there are distractions?
Performance in busy or distracting
circumstances
Mental skills Can the person understand
everything that needs to happen?
Can he interact with other people to
make the task happen?
• How the person interacts with
others while working on the task
• If the person appears confused or
unsure
Self-regulation How does the person monitor the
situation and adapt their behaviors
accordingly?
• How the person adjusts to
unexpected circumstances
• Whether the person can change
plans if needed

23. Assessing Opportunity: Social
Opportunity Element Questions to Ask Evidence to Look For
Social norms & support What do most people usually
do? What do people say if
someone does something
different?
• What others are doing
• Reactions from others to
behaviors
Intergroup conflict Are there other teams or
groups making it easier or
harder to do the behavior?
• What others are doing
• Reactions from others to
behaviors
• Avoidance of others
Modeling Who else, especially in senior
or more experienced roles, is
also doing this behavior? Or
not doing it?
• What the managers or most
experienced people are
doing
• The cues others are taking
from them

24. Assessing Opportunity: Social
Opportunity Element Questions to Ask Evidence to Look For
Social norms & support What do most people usually
do? What do people say if
someone does something
different?
• What others are doing
• Reactions from others to
behaviors
Intergroup conflict Are there other teams or
groups making it easier or
harder to do the behavior?
• What others are doing
• Reactions from others to
behaviors
• Avoidance of others
Modeling Who else, especially in senior
or more experienced roles, is
also doing this behavior? Or
not doing it?
• What the managers or most
experienced people are
doing
• The cues others are taking
from them

25. Assessing Opportunity: Social
Opportunity Element Questions to Ask Evidence to Look For
Social norms & support What do most people usually
do? What do people say if
someone does something
different?
• What others are doing
Reactions from others to
behaviors
Intergroup conflict Are there other teams or
groups making it easier or
harder to do the behavior?
• What others are doing
• Reactions from others to
behaviors
• Avoidance of others
Modeling Who else, especially in senior
or more experienced roles, is
also doing this behavior? Or
not doing it?
• What the managers or most
experienced people are
doing
• The cues others are taking
from them

26. Assessing Opportunity: Physical
Opportunity Element Questions to Ask Evidence to Look For
Environmental
resources, barriers,
and facilitators
What tools, resources, or
spaces are available (or not)
for performing the
behavior? Are they
sufficient?
• Whether people have the
stuff they need to do the
behavior
• If not, how they manage
that
Organizational
culture/climate
How do other people on
your team react to the
behavior? What do you see
other people doing?
• What people say or do
when the behavior
happens or not
• What artifacts speak to
the behavior

27. Assessing Opportunity: Physical
Opportunity Element Questions to Ask Evidence to Look For
Environmental
resources, barriers, and
facilitators
What tools, resources, or
spaces are available (or not)
for performing the behavior?
Are they sufficient?
• Whether people have the
stuff they need to do the
behavior
• If not, how they manage
that
Organizational
culture/climate
How do other people on your
team react to the behavior?
What do you see other people
doing?
• What people say or do
when the behavior
happens or not;
• What artifacts speak to
the behavior

28. Assessing Motivation: Reflective
Motivation Element Questions to Ask Evidence to Look For
Beliefs about
capabilities &
empowerment
Who do you need to ask in
order to do this behavior?
What stops you from doing this
behavior?
• Confidence in talking about
the behavior
• Barriers mentioned
Goals and priorities What is your top priority in this
situation? What do you need
to do to feel successful?
• Priorities in times of trade-
off
• What people say will make
them successful
Identity and
professional role
What does your role as [name]
mean for how you do this
behavior? What standards
does your role have for the
behavior?
• How people invoke their
trade/role/identity to
explain behavior
• What others in the role do

29. Assessing Motivation: Reflective
Motivation Element Questions to Ask Evidence to Look For
Beliefs about
capabilities &
empowerment
Who do you need to ask in
order to do this behavior?
What stops you from doing this
behavior?
• Confidence in talking about
the behavior
• Barriers mentioned
Goals and priorities What is your top priority in this
situation? What do you need
to do to feel successful?
• Priorities in times of trade-
off
• What people say will make
them successful
Identity and
professional role
What does your role as [name]
mean for how you do this
behavior? What standards
does your role have for the
behavior?
• How people invoke their
trade/role/identity to
explain behavior
• What others in the role do

30. Assessing Motivation: Reflective
Motivation Element Questions to Ask Evidence to Look For
Beliefs about
capabilities &
empowerment
Who do you need to ask in
order to do this behavior?
What stops you from doing this
behavior?
• Confidence in talking about
the behavior
• Barriers mentioned
Goals and priorities What is your top priority in this
situation? What do you need
to do to feel successful?
• Priorities in times of trade-
off
• What people say will make
them successful
Identity and
professional role
What does your role as [name]
mean for how you do this
behavior? What standards
does your role have for the
behavior?
• How people invoke their
trade/role/identity to
explain behavior
• What others in the role do

31. Assessing Motivation: Automatic
Motivation Element Questions to Ask Evidence to Look For
Rewards,
punishments, and
incentives
Are there any externally
imposed positive or negative
consequences to how you
perform the behavior?
• Programs that incentivize or
punish behaviors
• Details of rewards or
incentives
Fear, stress, and
mood
Does this behavior evoke an
emotional response? Does
your emotional state affect
how the behavior is done?
• Non-verbal signals people
have when talking about the
behavior
• Emotional language used to
describe the experience of
the behavior

32. Assessing Motivation: Automatic
Motivation Element Questions to Ask Evidence to Look For
Rewards,
punishments, and
incentives
Are there any externally
imposed positive or negative
consequences to how you
perform the behavior?
• Programs that incentivize or
punish behaviors
• Details of rewards or
incentives
Fear, stress, and
mood
Does this behavior evoke an
emotional response? Does
your emotional state affect
how the behavior is done?
• Non-verbal signals people
have when talking about the
behavior
• Emotional language used to
describe the experience of
the behavior

33. Conducting the Interview: Note-Taking
Stay present
Good: Take notes by hand
Better: Have a partner
note-take while
researcher interviews
Best: Have a partner note-
take and audio-record the
interview

34. Conducting the Interview: Note-Taking
Annotate your notes!
Make note of recurring themes, COM-B
elements, or data you’ll want to include in
your report
Time of recording (for retrieving verbatims
and clarifying details)

35. When
Respondents
Won’t Own
Up To Unsafe
Behavior

36. “Throughout the
years I learned. I get
what it’s like to be
green and new. You
don’t see the
mistakes you are
making.”
“Especially with the newer apprentices,
they’re nervous, they’re just starting out,
and they just want to run run run and get
everything done, so it’s there, but it’s in
the back of their mind, thinking about
safety. You’ve really got to almost beat it
into them.
Yeah, I want you to get all this done, but
you need to be safe about it. And I’ve
noticed, it does take them a little while to
get used to it because they still have this
mentality of well I just need to get this
done.”

37. Social Desirability Is A Strong
Force

38. Analyzing Data with COM-B

39. The COM-B Grid
• Create a template to organize your
notes and findings
• Eliminate categories that are N/A
for your research
• Expand rows for categories with
multiple data points
• This is your starting point for
intervention design

40. The COM-B Grid: Capability Analysis

41. “If it’s something
super super
important, I’ll just
have a guy translate
it. It depends on
what we’re talking
about.”
“10 years ago…everything seemed like
a hassle, oh you’ve got to put your
harness on, or your vest on. I tell my
guys, it’s more like putting on your
seatbelt. Back in the late 80s, early 90s,
it was like you’ve got to wear a
seatbelt, it’s the law. Now people do it
without even thinking. And I feel that
safety nowadays is kind of the same
thing. We wake up, get dressed, go to
work, put all your PPE on and then you
walk out, and most people grab the
proper PPE for whatever task they’re
going to do.”

42. The COM-B Grid: Opportunity Analysis

43. “We try to use the right
equipment; [my subcontractor] is
good about giving us the stuff we
need to do the job. I’ve been on
jobs in the past where they didn’t
have as much stuff or as much
equipment, and we figured out a
way to do it and it probably
wasn’t the safest way but it was
what we had to work with.”
“When the leadership
talks the talk but does
not walk the walk, it
makes the people out in
the field understand out
then and there that they
don’t really mean what
they say. It’s got to start
at the top. It’s got to be
led by example.”

44. The COM-B Grid: Motivation Analysis

45. A person doing what they
like to do, a happy person, is
a more productive person.
That way we get our
quantities up and such and
a better day at the end of
the day.
“Nine times out of 10
you’re going to have
that guy who looks
around: ‘Nobody’s
here. I can get away
with this.’ I know
because I’ve done it.”

46. Using Research Results for Recommendations
Train or restructure the environment to provide cues and prompts for
desired behavior (and converse for undesired behavior).
PHYSICAL
OPPORTUNITY
When the right safety equipment isn’t close at hand, workers will opt to go
without for quick or easy tasks
Restructure the physical environment: Ensure proper equipment is
conveniently located near the task site before beginning work
LOCATION / PHYSICAL
BARRIERS
PREPARE THE WORK SITE
COM-B Analysis
Intervention Functions
Behavior Change Technique
HAVING THE RIGHT
EQUIPMENT
Mechanism Of Action
I have everything I need when it’s time to do the behavior so I don’t have to
stop work to get safety equipment

47. Workers understand safety procedure and why they should
follow it, but may lapse in protocol because of:
• Pressure to reconcile production goals with safety procedure (RM)
• Distraction due to myopic task focus or transition between tasks (PsyC)
Other factors that can impede safety behaviors include:
• Barriers to communication stemming from skills and group dynamics (PsyC, SO)
• Inconvenience of accessing the right tools or transitioning PPE (PO)
• Inaccurate beliefs of invincibility (“It won’t happen to me”) or inevitability (“Sometimes
things just happen.”) (RM)
Key Research Results: Construction Safety Study

48. Recommendations from the research results included:
• Structure trainings to include “just in time” reviews and experiential practice
• Use stories, experiential exercises, and artifacts to make safety personal
• Use short, memorable phrases repeatedly for key lessons
• Include training on:
• Mindfulness and focus techniques
• Communication techniques
• Supervisory skills for reinforcing safety
• Extend job site safety programs to contractors as well as FTEs
• Incorporate equipment checklists into site prep procedures
Key Research Results: Construction Safety Study

49. What Happens With The Findings & Recommendations?

50. What Happens With The Findings & Recommendations?

51. Please fill out the
feedback form on Sched

52. Q&A
Amy Bucher, Ph.D.
Behavior Change Design Director, Mad*Pow
abucher@madpow.net
@amybphd