Strategies for Change a social marketing perspective

1. Strategies for Changeasocial marketingperspective Laura Rooney, MPH Ohio Department of Health laura.rooney@odh.ohio.gov 614.466.1335

2. Why are we here? • Job • Invested in kids • Marilyn asked me • 3 more reasons • ? • ? • What made you invested?

3. Why don’t others see what we see? • 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?

4. Social Marketing 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?

5. Commercial Marketing • 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

6. Product • 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

7. Price 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

8. Promotion 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?

9. Place • The “location” in real estate • Product placement • Grocery - Candy, Magazines • Schools – Vending Machines

10. Developing Social Marketing Strategy 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

11. Tobacco Use • What has changed over time? • Florida and Ohio story

12. Typical School Example • 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?

13. RE-think the process/problem • 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?

14. Cont. • 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

15. Getting Started • Only effective with a well conceived plan • Must have’s • Baseline data indicating needs and resources • Health committee • Coordinator • Written plan • Evaluation plan

16. You are here! But where are you?? • 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?

17. Data • 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?

18. Reasonable Goals • 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

19. System Goals • 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

20. Program Goals • 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

21. Realistic, Short-term, Measurable Objectives • 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

22. Objectives cont. • 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.

23. Strategies • 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

24. Evaluation Plan • 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

25. Written Evaluation Plan • 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?

26. Social Marketing is a Tool • 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)

27. Clarifying Roles, Responsibilities, and Influence • 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

28. Consider all variables • 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

29. Stakeholders (pg 12) • 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?

30. Secondary Audience Often community leaders or influential peers Consider: • Who influences primary target audience? • Who are the primary audience’s constituents? To whom do they look for advice? • Who are potential allies in supporting the desired change? • Who are the potential critics of the change? Who needs to be won over? • What obstacles or concerns might the primary audience perceive?

31. Segmenting the Audiences • No group is homogeneous, cannot assume a single perspective of the group • Male/female • Older/younger • Residence • Socioeconomic status • Ethnicity • Identifies unique perspectives, might vary based on yrs of experience, discipline, building location

32. Segment by Type of Concern • Examples by group • Even after people decide that specific change is worth trying, they may ask about logistics and management • Will I have what I need to make changes? • How will I get what I need? • How will I find time to organize and plan for something new? • Stages of Concern Handout (pg. 16)

33. Seeing from the Audience’s Perspective • 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

34. Identifying Factors Identifying factors that influence each segment’s attitudes and concerns helps tailor messages. Find out: • What they already know about the project • Any misconceptions? • Concerns? • What influenced them to embrace the recommended changes? • What might help those more apprehensive?

35. Focus groups In-depth interviews or focus groups might reveal 4 segments within audience: • Individuals who see the benefits of change in food service and enthusiastically support the change • Receptive to change but want more information before committing • Acknowledge the value of the change but have competing concerns, such as raising funds for levy • Do not see value of the change

36. Sample Questions • Group • Gain new insights • Test new ideas, messages • Best way to implement something • Is your change working? • 1 to 1 • To what extent? • What do you believe? • What barriers? • What would encourage? • What or who fosters cooperation

37. Synthesize Responses • 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)

38. Influence Mapping • 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

39. + Benefits and –Barriers = +Value and -Cost • 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.

40. Tell your Story “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?

41. Effective Change Messages • Keep message simple • Appeal to audience • Tell personal story • Be creative • Make heroes out of ordinary people • Entertain, educate, motivate

42. Tailoring the Message • Change takes Time • Must be repeated many times in a variety of ways • Getting message right is important • Straightforward, direct and persuasive

43. Effective messages • 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.

44. Examples • 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.

45. Tell your story

46. Resources • Strategies for Change: A Field Guide to Social Marketing for School health Professionals . Kent, Ohio: American School Health Association, 2004. • www.equitycampaign.org • Youth Risk Behavior Surveillance System (YRBSS): Information about the YRBSS is available at www.cdc.gov/yrbs. • School Health Policies and Programs Study (SHPPS): Information about SHPPS and sample questionnaires are available at www.cdc.gov/shpps. • http://www.cdc.gov/HealthyYouth/index.htm • School Health Index for Physical Activity, Healthy Eating, and a Tobacco-Free Lifestyle: A Self-Assessment and Planning Guide. Atlanta: • 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. • 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.