Bridges to activities (which used to be called key factors): Bridges to activities are based on the responses given by the priority group during the formative research and are more-specific descriptions of a change one should make to address the issue revealed by the research. A bridge to activity usually begins with a directional verb (e.g., increase, decrease, improve, reinforce) and often proposes to change the perception of the priority group. It is not expressed in percentages. The bridges to activities are always about the priority group, so it is not necessary to mention the priority group in the wording. There is always at least one bridge to activity written for each determinant found to be important to the chosen behavior (e.g., “increase the perception that diarrhea could cause a child to become malnourished”). Activities: Activities are a series of tasks that program implementers plan, organize, and/or conduct usually with the priority group or influencing groups to address bridges to activities. Activity descriptions start with an action verb. For example, “offer a small loan to one entrepreneur per village to produce and sell quality, affordable chicken feed” or “set up additional sale points of wire mesh”. 2d. Distribute Lesson 2 Handout 3: Examples of Completed Designing for Behavior Change Frameworks. Ask participants to refer to one of the examples, walk them through it, and address any questions. 2e. Distribute Lesson 2 Handout 4: Planning Guide: Steps in the Designing for Behavior Change Process and review it with participants. Address participants’ questions about each step. 3. Summary 3a. Summarize the lesson by discussing Lesson 2 Handout 5: The Five Principles. Answer any questions.
Bridges to activities (which used to be called key factors): Bridges to activities are based on the responses given by the priority group during the formative research and are more-specific descriptions of a change one should make to address the issue revealed by the research. A bridge to activity usually begins with a directional verb (e.g., increase, decrease, improve, reinforce) and often proposes to change the perception of the priority group. It is not expressed in percentages. The bridges to activities are always about the priority group, so it is not necessary to mention the priority group in the wording. There is always at least one bridge to activity written for each determinant found to be important to the chosen behavior (e.g., “increase the perception that diarrhea could cause a child to become malnourished”). Activities: Activities are a series of tasks that program implementers plan, organize, and/or conduct usually with the priority group or influencing groups to address bridges to activities. Activity descriptions start with an action verb. For example, “offer a small loan to one entrepreneur per village to produce and sell quality, affordable chicken feed” or “set up additional sale points of wire mesh”. 2d. Distribute Lesson 2 Handout 3: Examples of Completed Designing for Behavior Change Frameworks. Ask participants to refer to one of the examples, walk them through it, and address any questions. 2e. Distribute Lesson 2 Handout 4: Planning Guide: Steps in the Designing for Behavior Change Process and review it with participants. Address participants’ questions about each step. 3. Summary 3a. Summarize the lesson by discussing Lesson 2 Handout 5: The Five Principles. Answer any questions.
Final_Practical_Guide_to_Conducting_BA_July_2014.docx