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TWEAKED: (Social) Market Segmentation: Finding the Grooves in Knowing What Moves
TWEAKED: (Social) Market Segmentation: Finding the Grooves in Knowing What Moves
TWEAKED: (Social) Market Segmentation: Finding the Grooves in Knowing What Moves
TWEAKED: (Social) Market Segmentation: Finding the Grooves in Knowing What Moves
TWEAKED: (Social) Market Segmentation: Finding the Grooves in Knowing What Moves
TWEAKED: (Social) Market Segmentation: Finding the Grooves in Knowing What Moves
TWEAKED: (Social) Market Segmentation: Finding the Grooves in Knowing What Moves
TWEAKED: (Social) Market Segmentation: Finding the Grooves in Knowing What Moves
TWEAKED: (Social) Market Segmentation: Finding the Grooves in Knowing What Moves
TWEAKED: (Social) Market Segmentation: Finding the Grooves in Knowing What Moves
TWEAKED: (Social) Market Segmentation: Finding the Grooves in Knowing What Moves
TWEAKED: (Social) Market Segmentation: Finding the Grooves in Knowing What Moves
TWEAKED: (Social) Market Segmentation: Finding the Grooves in Knowing What Moves
TWEAKED: (Social) Market Segmentation: Finding the Grooves in Knowing What Moves
TWEAKED: (Social) Market Segmentation: Finding the Grooves in Knowing What Moves
TWEAKED: (Social) Market Segmentation: Finding the Grooves in Knowing What Moves
TWEAKED: (Social) Market Segmentation: Finding the Grooves in Knowing What Moves
TWEAKED: (Social) Market Segmentation: Finding the Grooves in Knowing What Moves
TWEAKED: (Social) Market Segmentation: Finding the Grooves in Knowing What Moves
TWEAKED: (Social) Market Segmentation: Finding the Grooves in Knowing What Moves
TWEAKED: (Social) Market Segmentation: Finding the Grooves in Knowing What Moves
TWEAKED: (Social) Market Segmentation: Finding the Grooves in Knowing What Moves
TWEAKED: (Social) Market Segmentation: Finding the Grooves in Knowing What Moves
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TWEAKED: (Social) Market Segmentation: Finding the Grooves in Knowing What Moves

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Presented at the seminar-workshop "Preserving and Sharing Local Knowledge of and Indigenous Practices in Coastal Resource Management using Digital Tools" held 17-20 May 2011 at Silliman University. …

Presented at the seminar-workshop "Preserving and Sharing Local Knowledge of and Indigenous Practices in Coastal Resource Management using Digital Tools" held 17-20 May 2011 at Silliman University. Attended by 30 specialists from around the country.

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  • 1. (Social) Market Segmentation:<br />By: Mark Raygan E. Garcia <br />Finding the Grooves in Knowing what Moves<br />(Tweaked for the seminar-workshop “Preserving and Sharing Local Knowledge of and Indigenous Practices in Coastal Resource Management using Digital Tools”) <br />
  • 2. What is social marketing? <br />Application of multidisciplinary principles and techniques approach to influence a target audience to voluntarily accept, reject, modify, or abandon a behavior for the benefit of individual, groups, organizations or society as a whole. <br />Definition from ADB’s Knowledge Solutions <br />
  • 3. What is market segmentation?<br />It is dividing your (aggregate) market into sub-groups, in consideration of the following: <br />While they may have the same needs, they have different views of how their needs can be met. <br />Factors such as experience, age, culture, socio-economic orientation, comprehension levels, geographic accessibility are among those that influence actions and decisions.<br />It is a component of social marketing. <br />
  • 4. What is (social) market segmentation?<br />A deliberate and carefully planned attempt at collective change, drawing on an individual appreciation of different factors that affect behavior, actions, and decisions. <br />A capitalization of varying strengths, weaknesses, limitations, and preferences of your target markets, in achieving a common direction. <br />An analysis of the part in relation to the whole. <br />
  • 5. (Social) Market Segmentation<br />E<br />A<br />Community vis-à-vis Problem<br />IEC<br />D<br />C<br />B<br />C<br />
  • 6. Diagram Explained <br />Triangles = Target markets<br />While different, they hold the same relevance (size) in relation to the desired overall change <br />Arrows to Triangles = Customized IEC interventions<br />Manner, form, “pace” of interventions depend on distinct characteristics (profile) of target markets <br />Horizontal Line = Point of Common Understanding<br />Build up of ownership; “we”, “ours” mindset <br />Single Arrow to Hexagon = Collective Change <br />Shared social responsibility; communal accountabilities<br />
  • 7. Market Segmentation Grooves<br />Geographic<br />Location, Climate (i.e. coastal, upland, urban, rural) <br />Demographic<br />Gender, Age, Income, Educational Attainment, etc. <br />Psychographic<br />Attitudes, Interests, , Beliefs, Lifestyle, Personality <br />Behavioristic<br />Usage / Utilization Rate, Loyalty <br />
  • 8. Quick Mental Exercises <br />Profile 1: Maria <br />22 years old; elementary graduate <br />Married to a fisherman; with 5 kids <br />Lives in BarioKalasangan (no electricity)<br />Issue: Dynamite fishing<br />Assumption: Women hold influence over their husbands<br />Message: ?<br />Channel 1: for Maria? <br />Channel 2: for other stakeholders (elevate discourse)? <br />
  • 9. Quick Mental Exercises <br />Profile 1: Maria <br />22 years old; elementary graduate <br />Married to a fisherman; with 5 kids <br />Lives in BarioKalasangan (no electricity)<br />Issue: Dynamite fishing<br />Assumption: Women hold influence over their husbands<br />Message: Alternative fishing methods yield more catch<br />Channel 1: Radio, “town hall” discussions, community theater <br />Channel 2: Net, media (elevate discourse; widen reach) <br />
  • 10. Quick Mental Exercises <br />Profile 2: Juan <br />18 years old; college student<br />Parents are doctors <br />Familiar with the computer and the Net; has Facebook, etc.<br />Issue: Dynamite fishing<br />Assumption: Student apathy results from lack of opportunities of participation <br />Message: ?<br />Channel: ? <br />
  • 11. Quick Mental Exercises <br />Profile 2: Juan <br />18 years old; college student<br />Parents are doctors <br />Familiar with the computer and the Net; has Facebook, etc.<br />Issue: Dynamite fishing<br />Assumption: Student apathy results from lack of opportunities of participation <br />Message: Marine biodiversity affects living conditions (CC) <br />Challenge: Social networks (FB, blogs, , YouTube, websites) <br />
  • 12. Social Marketing Moves <br />Corporate Marketing = Satisfy Shareholders | Social Marketing = Improve Quality of Life <br />“Exchange Analysis” (cost-benefit analysis)<br />What is there for me? (financial, physical, social)<br />“Price is the cost on barriers the target audience faces in changing its behavior”. (time, effort, lifestyle, psychological, emotional) <br />IEC facilitates the process of: promoting (acceptance), preventing (rejection), retaining, replicating behavior <br />Notes from ADB’s Knowledge Solutions <br />
  • 13. Let’s Connect<br />E-mail markraygan@yahoo.com<br />Website www.smarkideas.com<br />Facebookwww.facebook.com/markraygan<br />Twitter www.twitter.com/smark_ideas<br />Slidesharewww.slideshare.net/smarkideas3982<br />
  • 14. ADVOCACY MEDIA<br />Achieving Knowledge Replication Through Technology <br />By: sMARK_ideas <br />
  • 15. TERMS<br />ADVOCACY <br />An affiliation with an issue/concern based on:<br />Experience<br />Culture<br />Conscience <br />MEDIA <br />A tool of expression, communication, and connection<br />Use of technology <br />
  • 16. Media <br />Broadcast (TV, radio) <br />Print (newspapers, magazines) <br />NEW / INTERNET MEDIA <br />Social Networks <br />Facebook, Twitter, YouTube, blogs, forum/dialogue sites, other user-generated programs <br />
  • 17. ADOCACY WRITING <br />Finding an advocacy <br />Creating ACTIVE knowledge (vs. passive) about that advocacy <br />Something that inspires<br />Something that connects<br />Something that facilitates reflection <br />Something that builds up self-worth <br />Something that suggests inclusion <br />Something that moves people to action<br />
  • 18. ADVOCACY WRITING PHASES <br />Knowledge Generation (3-Face Perspective) <br />Knowledge Consumption (Communication Tools)<br />Knowledge Replication (Ownership)<br />
  • 19. Phase 1<br />Knowledge Generation (writing) <br />ME Perspective <br />Appeals to self <br />Personal-driven <br />THEY Perspective<br />Open-minded & Receptive of others <br />Audience-inspired <br />WE Perspective <br />Proactive & Optimistic <br />Team-oriented <br />
  • 20. Phase 2<br />Knowledge Consumption (communication tools)<br />Facilitating awareness, understanding, and support<br />Audience Analysis<br />Accessibility (geographical, technological) <br />Language (content: tone/emotion, dialect, textual/graphical/video) <br />Lifestyle (relevance, availability, approach) <br />Age (children, teenagers, adults) <br />
  • 21. Phase 3<br />Knowledge Replication (ownership) <br />Achieving CREDIBILITY / TRUST<br />= Knowledge Generation + Knowledge Consumption<br />Gauge: <br />Against (personal/org) goals/objectives <br />Answer: “Did it touch them?” <br />Consider: <br />Increased awareness (inquiries up; debate) <br />Increased support (financial or in kind)<br />Increased partnership <br />Interest to adopt, repeat/replicate <br />
  • 22. Logical Progression of Effects <br />Oh, really? REACTION<br />How come? CURIOSITY<br />Hmm… THINKING<br />What can I do? CONSCIOUSNESS <br />We need to act. ADVOCACY <br />
  • 23. Let’s Connect <br />E-mail markraygan@yahoo.com<br />Website www.smarkideas.com<br />Facebookwww.facebook.com/markraygan<br />Twitter www.twitter.com/smark_ideas<br />Slidesharewww.slideshare.net/smarkideas3982<br />

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