DUDUR Method Concepts
Understanding the core concepts behind the DUDUR behavior change method.
A quick introduction to the ideas, concepts and models that form the basis of the DUDUR method and the articles that build on it.
The site serves as a reference point where you can refresh the key concepts – from the Will-Will reflex and the four frictions to the SAFL model and Safety-II thinking.
The articles in the series can be read in any order.
When you come across a concept, you can jump here for a brief explanation – or back to the article where it is put into practice.
The want-to-like reflex
People want it. They want to do the right thing – if the conditions are there.
But they must be able to see the point, dare to act, be able to do it and experience that it is worthwhile.
When one of the four is missing, friction occurs.
(Explanation: “The want-to-like reflex – why people actually want the right thing.”)
The four frictions
Friction | Typical experience | Theoretical basis | Design handle |
Opinion friction | “I don’t see why.” | Self-Determination Theory (Deci & Ryan) | Make the purpose personal and specific. |
Safety friction | “I don’t dare.” | Amy Edmondson (psychological safety) | Acknowledge mistakes, show that action is legitimate. |
Can friction | “I can’t right now / don’t know how.” | B.J. Fogg, John Seely Brown | Remove hassle, provide cues, learning in the flow. |
Difficulty friction | “It's not worth the effort.” | Kahneman & Tversky, Ariely | Make the gain clear, cut time and steps. |
(Explanation: “The Willing-to-Want Reflex – The Four Frictions.”)
The knowledge-behavior illusion
(Also called the “If-they-only-knew” reflex )
The belief that information → knowledge → learning → behavior.
In reality, we can know without doing – and do without knowing.
Behavior is not created by knowledge, but by meaning, context, and frictionless action.
(Explanation: “Behavioral Design 1 – The Longest Path to Behavior.”)
The top-down reflex
The idea that change can be designed from the top and trickle down through the organization.
It is closely related to the Knowledge-Behavior Illusion – the assumption that more communication or knowledge automatically creates new behavior.
In practice, change happens from below: when we understand the frictions in everyday life and remove them together with those who must act.
(Explanation: “The top-down reflex.”)
Safety-II and Work-As-Done
Safety-II sees people as a resource and focuses on why things go well, instead of just avoiding mistakes (Safety-I).
The difference between Work-As-Imagined (how the work is described) and Work-As-Done (how it is actually performed) is the core of Safety-II – and the basis for agency.
We must design for reality, not for the manual.
(Explanation: “Safety-II and Work-As-Done.” / “Action – Freedom to be professional.”)
System 1 and System 2
System 1 acts quickly, emotionally, and intuitively.
System 2 thinks slowly and rationally.
Engagement occurs when we first engage System 1 – through ease, meaning and relevance – before System 2 is allowed to understand.
(Explanation: “System 1 and System 2 – Why people click next-next-next.”)
The DUDUR method
A developmental model for behavioral design that starts with action – not learning.
- Define the behavior
- Examine the frictions
- Design the solution
- Develop it
- Roll out and measure behavior
DUDUR is based on the AFL principle:
Behavior → Friction → Solution.
(Explanation: “DUDUR model” )
The AFL and SAFL model
A simple three-step diagnostic tool:
Behavior – what should happen?
Friction – what's standing in the way?
Solution – what can remove it?
Used both on the problem and on the solution itself.
I often add an S in front because all behavior happens in a situation.
The SAFL model makes it easier to find the behavior because the context is included:
Situation → Behavior → Friction → Solution.
(Explanation: “DUDUR model” )
Motivation as a field of friction
Motivation is not pressure, but the absence of opinion friction.
It arises when meaning, security and opportunity are present – and disappears when we try to control it.
(Explanation: “We have misunderstood motivation.”)
Self-determination theory
Humans are driven by three psychological needs: self-determination, competence, and belonging.
When they are met, intrinsic motivation grows – when they are blocked, it falls.
(Explanation: The most important theory of learning )
More contexts
The terms are used crosswise in the articles – therefore this page functions as a glossary, not as theory.
Use it when you want to rediscover a concept or see how the models are related.
Did you like what you read?
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It is about how we can use the DUDUR method to design learning and communication that actually changes behavior.
The book builds on The DNA of Learning – where I show how learning happens in the brain and how we can remove the bottlenecks that stand in the way of understanding, engagement and memory.
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