Transforming Potential into Impact: Behavioral Change Programs

In the dynamic environment of manufacturing facilities, ensuring the quality of welds is critical. However, a needs analysis at one such facility revealed that employee behaviors were compromising weld quality. This discovery led to the collaboration between an academic partner and industry peers to develop a behavioural modification program aimed at improving employee performance. The program was implemented using the ADDIE instructional design model and evaluated through the Kirkpatrick levels of training evaluation. This initiative not only modified employee behaviour but also highlighted the significant role of addressing employee health in enhancing work quality. This article presents and validates a co-created behavioural change model designed for industrial settings, exploring the correlation between health consciousness and quality consciousness.

Theoretical Framework: Transtheoretical Model

The Transtheoretical Model (TTM) serves as the foundation for the behavioral change program. TTM posits that behavioural change occurs in five stages:

       i.          Pre-contemplation: The individual is not yet considering change.

      ii.          Contemplation: The individual starts to recognize the need for change.

     iii.          Preparation: The individual plans to take action.

     iv.          Action: The individual actively implements the change.

      v.          Maintenance: The individual works to sustain the change and prevent relapse.

By integrating these stages with the ADDIE model (Analyse, Design, Develop, Implement, Evaluate), the program ensures a structured and comprehensive approach to fostering behavioural change.

Needs Analysis and Co-Creation

The program begins with a thorough needs analysis, corresponding to the pre-contemplation stage in TTM. This analysis involves all stakeholders—employees, management, and training providers—to identify gaps and areas needing improvement. The active involvement of the audience ensures that the program addresses real issues faced by employees, making the learner the most crucial stakeholder in this phase.

In the contemplation and preparation stages, co-creation becomes vital. These stages align with the design and development phases of the ADDIE model. By involving all stakeholders in developing course outcomes and content, the program fosters a sense of ownership and relevance among participants. The co-creation process ensures that the training program is tailored to the specific needs of the employees, thereby increasing its effectiveness.

Implementing the Training Program

The action stage, corresponding to the implementation phase in ADDIE, focuses on the actual delivery of the training program. The program emphasizes eight key attributes of health consciousness:

       i.          Health Motivation: Encouraging employees to adopt healthier behaviors.

      ii.          Health Self-Consciousness: Promoting self-awareness regarding health.

     iii.          Health Information Seeking: Providing resources for employees to learn about health.

     iv.          Physical Health Orientation: Encouraging physical activities and well-being.

      v.          Health Responsibility: Instilling a sense of personal responsibility for health.

     vi.          Health Knowledge: Educating employees on health-related topics.

   vii.          Health Value: Highlighting the importance of health in overall quality of life.

  viii.          Mental Health Orientation: Addressing mental health issues and promoting mental well-being.

These attributes are incorporated into the course content to create a comprehensive program that not only addresses behavioural change but also promotes overall health consciousness.

Evaluating the Program's Impact

The final stage, maintenance, is ensured through continuous assessments using the Kirkpatrick model, which evaluates training programs on four levels:

1. Reaction: Measuring participants' initial reactions to the training.

2. Learning: Assessing the increase in knowledge or skills after the training.

3. Behavior: Evaluating changes in behavior on the job as a result of the training.

4. Results: Measuring the final outcomes, such as improvements in work quality and performance.

Health Consciousness and Quality Consciousness

One of the key findings from the program was the strong correlation between health consciousness and quality consciousness. By addressing various aspects of health, employees were able to improve their work quality significantly. The behavioural change model, which takes into account mental health orientation and health motivation, emerged as a significant predictor of wellness. The measurement of health consciousness included:

Ø  Self-consciousness

Ø  Motivation

Ø  Knowledge

Ø  Physical orientation

Ø  Value

Ø  Information seeking

Ø  Responsibility

Ø  Mental orientation

Long-Term Impact and Future Directions

While the initial results of the behavioral change program are promising, the long-term impacts are still being assessed. Continuous monitoring and evaluation are crucial to ensure that the changes are sustained and further improvements are made. The co-created behavioral change model, rooted in the Transtheoretical Model and implemented through the ADDIE framework, offers a structured approach to fostering health and quality consciousness among employees.

Conclusion

The collaboration between the academic partner and industry peers has resulted in a successful behavioral modification program that addresses both health and quality concerns. By co-creating the program with all stakeholders, the initiative ensures relevance and effectiveness. The integration of the Transtheoretical Model with the ADDIE instructional design model provides a comprehensive framework for behavioural change. As the long-term impacts continue to be assessed, this co-created behavioral change model stands as a significant contribution to improving employee performance and well-being in industrial settings.