Transcript STRATEGIES FOR CHANGE A SOCIAL MARKETING PERSPECTIVE Laura Rooney, MPH Ohio Department of Health [email protected] 614.466.1335 Why are we here? • Job • Invested in kids • Marilyn asked me • 3

STRATEGIES FOR CHANGE
A
SOCIAL MARKETING
PERSPECTIVE
Laura Rooney, MPH
Ohio Department of Health
[email protected]
614.466.1335
Why are we here?
2
•
Job
• Invested in kids
• Marilyn asked me
• 3 more reasons
• ?
• ?
What made you invested?
Why don’t others see what we see?
3
• We are seeking to improve the health and
success of students and school staff.
• We believe in the link between health and
academics and a better process to address both.
• We believe it is important.
• Why don’t others?
Social Marketing
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Use techniques to discover the benefits or barriers people
associate with certain behaviors
Use this information to encourage behavior changes that
support a social good.
What are the benefits or barriers?
What is the social good?
Commercial Marketing
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Businesses use marketing research to figure out what
a particular group of people or segment of the
population wants
Use the information to promote their products to that
group.
• Product
• Price
• Promote
• Place
Product
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• Commercial Marketing: shoes, clothes, car, etc
• Social Marketing: A change in behavior or in the
way the target audience does things
• School Health –
• Might be a new program to implement
• Change in individual behavior
• Improvement in the way people work together within the
system
Price
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Nothing comes without a price or competition.
“It’s worth the price.”
Car
• Transportation from A to B
• Safety
• Image
Butterball Turkey
• Consistent, high quality
• “Butterball hotline” – value added feature to accept the
price and buy it
Promotion
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Making the product recognizable
• “Just do it”
• White mustache
Do we even need the name of the product because the
marketing was just that good?
Place
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• The “location” in real estate
• Product placement
• Grocery - Candy, Magazines
• Schools – Vending Machines
Developing Social Marketing
Strategy
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We need to understand the values and concerns of
our target audience.
• 5 elements
• Who – Target Audience
• What – Action Oriented
• Why – Mutual Benefit
• Why Not – Competition
• How - Variety
Tobacco Use
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• What has changed over time?
• Florida and Ohio story
Typical School Example
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• District-wide meeting for parents of teens at risk
for alcohol or drug problems.
• “Get Involved”
• Advertised in school newsletter and local paper
• Parents would learn strategies for helping kids stay
away from drugs
• Only 5 parents show up
• Why?
RE-think the process/problem
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• What are the families priorities?
• What factors do they think are related to students’
use of drugs?
• What do the families think needs to occur to
better help their children?
• What information do they want and how would
they prefer to obtain the information?
• What would prevent the families from taking the
desired action?
Cont.
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• What would make it easier for them?
• How could the school district help them?
• What, specifically, could the school health staff
do?
• Summary –
• Demonstrate how the behavior change will result in
something they value
• Don’t assume you know what that is – Talk
Getting Started
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• Only effective with a well conceived plan
• Must have’s
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Baseline data indicating needs and resources
Health committee
Coordinator
Written plan
Evaluation plan
You are here! But where are you??
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• Where are you in the process?
• What do you know from data?
• Assess committee – Who is on the team and who is not
• Team Leadership
• Plan – How was it derived? Is it working? What is missing?
• Evaluation –
• What is your definition of success?
• How will you know you achieved it?
Data
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• What data have you analyzed?
• Building Level and District Level
• Absenteeism, nurse visits, grades, vision/hearing,
discipline, BMI
• Risk behaviors
• Causes of death, pregnancy, communicable diseases,
obesity
• Did you identify priority by viewing all data
together?
Reasonable Goals
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• Set for 3-5 years
• Impact school success, promote healthy
behaviors, reduce risk, and create a supportive
school climate (these take time)
• System Goals – address relationships among
various school components and school climate
• Program Goals – relate to a particular program
component, i.e. Food service
System Goals
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• Develop a sustainable infrastructure for supporting school
health programs that includes a school health committee
that is linked to the School Improvement Team
• Establish effective mechanisms for increasing family and
community involvement in school health
• Improve linkages among program components and conduct
routine program evaluations for determining efficiency and
effectiveness in meeting student and staff health needs
Program Goals
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• Food Service will offer reasonably priced, cost-efficient,
nutritious, and appealing meals that meet the U.S. dietary
guidelines
• K-12 physical education program will promote lifetime
fitness and cardiovascular health for all students and staff
• Counseling program will link students and staff in need of
counseling and social services with school and community
health care providers in a timely manner
Realistic, Short-term, Measurable
Objectives
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• Each goal has 1-3 objectives, generally
accomplished in one year
• By September 2013:
• Students in each physical education class will be active 40
out of the 50 minutes of each class period
• Adopt, implement and monitor a policy that assures all
students receive at least 20 minutes of physical activity
during the school day, outside of physical education
Objectives cont.
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• Provide all physical education staff with at least 3 hours of
professional development that aligns with the National
Association of Physical Education recommendations.
• Analyze the physical education curriculum with the
Physical Education Curriculum Assessment Tool
• Develop a measurement and tracking system to assure all
physical education teachers are in compliance with the
“Healthy Choices for Healthy Children Act” requiring
physical education assessments.
Strategies
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• Means to accomplish objectives
• Multi-faceted
• Come from research literature – best approach
• Indicate who will do what, by when
• Can be included in District School Improvement
Plan under School Climate Section
Evaluation Plan
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• Accountability is key
• Can determine and document success and failures
of selected strategies and whether objectives
were achieved
• Formal or informal
• Outlines systematic process for gathering
information
Written Evaluation Plan
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How to measure progress toward objectives,
What system will be used to collect data,
What data to collect,
Who will collect and analyze
• Process Evaluation
• What was done, when, what cost, # of people involved, whom they
represent, level of involvement
• Impact Evaluation
• Whether a positive change occurred
• What are students doing differently?
• Have new policies been adopted?
Social Marketing is a Tool
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• Works only when you know where you are going
and have a clear sense of who needs to know what
in order to get there.
• Who’s on 1st
• What’s on 2nd
• See Clarifying Framework Handout (pg 10)
Clarifying Roles, Responsibilities,
and Influence
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• Requires identifying who needs to take a
particular action in order to make change occur
• Example from food service
• Objective: Increasing the percentage of high school
students eating 2 servings of fruits and vegetables at
lunch from 20% to 60%.
• Strategy: Offer a salad bar with a variety of fresh
foods
• Clear, but not simple for one person
Consider all variables
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• Food service needs to allocate more time to prepare foods
and meet budget
• Identifying local vendors
• Order new equipment that meets regulations
• Tracking student F/V choices
• Monitor plate waste
• Teachers including nutrition lessons, modify current lessons
• Families may need nutrition information to encourage
participation
• Students need to purchase and eat new foods
Stakeholders (pg 12)
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• Selecting Target Audience
• Ex. Funding is issue. Target is school board &
foundations.
• Possible that school board members will act only if
other groups indicate support
• Choosing Secondary Audience
• Why?
Secondary Audience
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Often community leaders or influential peers
Consider:
1. Who influences primary target audience?
2. Who are the primary audience’s constituents? To whom do
they look for advice?
3. Who are potential allies in supporting the desired change?
4. Who are the potential critics of the change? Who needs to
be won over?
5. What obstacles or concerns might the primary audience
perceive?
Segmenting the Audiences
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• No group is homogeneous, cannot assume a single
perspective of the group
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Male/female
Older/younger
Residence
Socioeconomic status
Ethnicity
• Identifies unique perspectives, might vary based on
yrs of experience, discipline, building location
Segment by Type of Concern
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• Examples by group
• Even after people decide that specific change is worth trying,
they may ask about logistics and management
1. Will I have what I need to make changes?
2. How will I get what I need?
3. How will I find time to organize and plan for
something new?
•
Stages of Concern Handout (pg. 16)
Seeing from the Audience’s
Perspective
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• This may take some time but does not need to be
complicated
• Use public information
• Direct observation
• Talk to target audience formally, one-one or focus
groups
Identifying Factors
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Identifying factors that influence each segment’s
attitudes and concerns helps tailor messages.
Find out:
1. What they already know about the project
2. Any misconceptions?
3. Concerns?
4. What influenced them to embrace the
recommended changes?
5. What might help those more apprehensive?
Focus groups
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In-depth interviews or focus groups might reveal 4
segments within audience:
1. Individuals who see the benefits of change in food
service and enthusiastically support the change
2. Receptive to change but want more information
before committing
3. Acknowledge the value of the change but have
competing concerns, such as raising funds for levy
4. Do not see value of the change
Sample Questions
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1 to 1
To what extent?
What do you believe?
What barriers?
What would
encourage?
• What or who fosters
cooperation
• Group
• Gain new insights
• Test new ideas,
messages
• Best way to implement
something
• Is your change working?
Synthesize Responses
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• Identifying Benefits and Barriers
• Now that you have more information from various
groups align the Bens and Barrs by Audience and
by proposed change.
• Each group will need a different message based
upon results
• See Handout (pg 31)
Influence Mapping
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• Identifies opinion leaders within each group
• Gathers relevant information about actions that
may be taken by whom
• Identifies the influences of key people – whom
they listen to and respect
• See Example of Influence Map (pg 18)
• Identify key people or groups for your project
+ Benefits and –Barriers =
+Value and -Cost
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• Look at these in terms of cost and value.
• Think rebates and coupons (grocery & credit card
miles)
• The cost of physical education related to cost of
disease and stress related to high stakes testing
• Value of improved circulation to brain which can
result in improved concentration
• What is the cost of not changing?
• Can reducing perceived cost eliminate or reduce
costs, paperwork or build networks, etc.
Tell your Story
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“Nobody
Marched on
Washington
for a Pie
Chart”
Use positive language that recognizes
and promotes desired benefits and
reduces or removes perceived barriers.
Why buy Nike?
What’s the slogan?
-It’s a call to Action!
What is your call to Action?
Effective Change Messages
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Keep message simple
Appeal to audience
Tell personal story
Be creative
Make heroes out of ordinary people
Entertain, educate, motivate
Tailoring the Message
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Change takes Time
Must be repeated many times in a variety of ways
Getting message right is important
Straightforward, direct and persuasive
Effective messages
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• Presents an immediate problem and offers a
solution
• Stimulates the audience to feel the desired
emotion (tone)
• Illustrates what you want the audience to believe
• Suggest what you want the audience to do.
Examples
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• School health programs can:
• Influence absenteeism and behavioral problems,
issues, by which people judge and evaluate school
districts.
• Increase students’ alertness and improve students’
attitudes, resulting in improved classroom
performance.
• Encourage staff to work together and with families
and community agencies.
• Meet some of the basic needs for disadvantaged
students and prepare them to learn.
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Tell your story
Resources
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Strategies for Change: A Field Guide to Social Marketing for School health Professionals . Kent,
Ohio: American School Health Association, 2004.
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www.equitycampaign.org
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Youth Risk Behavior Surveillance System (YRBSS): Information about the YRBSS is available at
www.cdc.gov/yrbs.
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School Health Policies and Programs Study (SHPPS): Information about SHPPS and sample
questionnaires are available at www.cdc.gov/shpps.
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http://www.cdc.gov/HealthyYouth/index.htm
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School Health Index for Physical Activity, Healthy Eating, and a Tobacco-Free Lifestyle: A SelfAssessment and Planning Guide. Atlanta:
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U.S. Department of Health and Human Services, Centers for Disease Control and
Prevention, 2000. Available at www.cdc.gov/ nccdphp/dash/SHI/index.htm.
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Coordinated School Health Program Infrastructure Development: Process Evaluation Manual.
Atlanta: U.S. Department of Health and Human Services, Centers for Disease Control and
Prevention, 1997. Available at www.cdc.gov/nccdphp/dash/publications/ index.htm.