1. 13. Implementing a Social Marketing Effort
(http://ctb.ku.edu)
This toolkit assists in developing a social marketing effort to promote adoption and use of
innovations.
1. Decide whether to conduct a social marketing campaign.
a. The aim is to reach large numbers of people (e.g., all adults and youth in the
community)
b. You hope to change behavior and outcomes significantly and/or over a long period
of time
c. There are sufficient resources for the campaign including time, personnel, and
financial resources
Related resources:
Understanding Social Marketing: Encouraging Adoption and Use of Valued Products
and Practices(http://ctb.ku.edu/en/node/1433)
Conducting a Social Marketing Campaign(http://ctb.ku.edu/en/node/1438)
Collecting Information About the Problem(http://ctb.ku.edu/en/node/131)
2. Collect information from those who would benefit from and contribute to the
social marketing campaign:
a. Indicate how you will gather information, including:
i. Listening sessions and public forums
ii. Interviews with members of prioritized groups (e.g., asking youth why they
smoke)
iii. Focus groups, interviews, and/or surveys with prioritized groups and their
subgroups
b. Indicate what you will ask about (listen for), including:
i. Knowledge of the issue including how often the problem (or desired) behavior
occurs
Outline (http://ctb.ku.edu#node_toolkits_full_group_outline) Examples (http://ctb.ku.edu#node_toolkits_full_group_examples)

2. ii. Importance of the goal/desired behavior for the audience (e.g., Why is that
important?)
iii. Expected benefits of adopting the changed behavior
iv. Expected benefits and costs of adopting or continuing the behavior
Related resources:
Analyzing Community Problems(http://ctb.ku.edu/en/node/136)
Understanding the Issue(http://ctb.ku.edu/en/node/1005)
Developing Facilitation Skills(http://ctb.ku.edu/en/node/652)
Conducting Public Forums and Listening Sessions(http://ctb.ku.edu/en/node/126)
Conducting Interviews(http://ctb.ku.edu/en/node/169)
Conducting Focus Groups(http://ctb.ku.edu/en/node/140)
Rating Community Goals(http://ctb.ku.edu/en/node/1292)
3. State the goals and behavioral objectives of the campaign.
a. State the issue or broad goal the campaign is trying to address (e.g., reduce
violence; promote physical activity).
b. Outline the basic principles of the social marketing campaign including:
i. Product: What are the behaviors/outcomes (e.g., poor eating/obesity) that you
are trying to change in and among whom
ii. Price: How much time, effort, and other consequences (e.g., money, social
approval, lost opportunities) will it cost a person to change their
behavior/outcome?
iii. Place: Where should the behaviors occur (not occur)? What are the barriers
(opportunities) for the behavior to occur?
iv. Promotion: What communications will occur, from what sources to whom, and
through what channels of influence?
c. Indicate what behaviors of whom, if changed, would make the most difference with
the issue or goal.
i. State the desired attributes and expected benefits of each target behavior.
[e.g., For physical activity, desired attributes (and anticipated benefits) include:
burn fat (lose weight, look better, be sexier), produce endorphins (reduce
stress, feel more energy), and build muscle strength (become stronger, be
more independent in daily activities).]
ii. Describe the specific behavioral objectives the campaign will seek how much
change in what behaviors of whom by when (e.g., By July 2005, the
percentage of adults who engage in regular physical activity will increase by
30%).

3.
Related resources:
Developing a Plan for Communication(http://ctb.ku.edu/en/node/15)
Proclaiming Your Dream: Developing Vision and Mission Statements
(http://ctb.ku.edu/en/node/387)
Understanding Social Marketing: Encouraging Adoption and Use of Valued
Products and Practices(http://ctb.ku.edu/en/node/1433)
Defining and Analyzing the Problem(http://ctb.ku.edu/en/node/674)
Identifying Targets and Agents of Change: Who Can Benefit and Who Can
Help?(http://ctb.ku.edu/en/node/708)
Generating and Choosing Solutions(http://ctb.ku.edu/en/node/689)
Creating Objectives(http://ctb.ku.edu/en/node/392)
4. Define the audience or specific prioritized groups to be reached.
a. Identify the specific prioritized groups whose behavior matters if the issue or goal is
to be addressed (e.g., youth, parents/guardians, neighbors, elected officials).
b. Indicate subgroups that may have a higher risk for experiencing the problem.
Consider those at particular risk associated with:
i. Past or current behaviors (e.g., history of tobacco use)
ii. Personal factors (e.g., age, gender, race or ethnicity, family history, income)
iii. Environmental factors (e.g., stress, social support, access and barriers, and
exposure to harmful agents)
iv. Geographic area (i.e., where people live)
c. Indicate the environments, situations, or settings in which the targeted behavior
occurs (or should occur) (e.g., schools, homes, parks or other public places)
d. For each prioritized group and subgroup, indicate their readiness for change
including:
i. Knowledge of the problem or goal
ii. Belief in the importance of the goal
iii. Desire for change
iv. Belief in ability to change
v. Action
vi. Ability to maintain change
e. Describe how you will learn more about the prioritized groups' current behavior, the
situations in which it occurs, and readiness to change including by:
i. Direct observation of behaviors of interest (e.g., for the goal of reducing teen
smoking, count percentage of teens smoking cigarettes as they leave schools)
ii. Participant observation in the environments in which the targeted behavior

4. occurs (or should occur) (e.g., hanging out and observing in parks and
recreation centers where teens spend time after school)
iii. Behavioral surveys (e.g., use school surveys to ask youth to report how often
they smoke)
iv. Listening sessions and public forums (e.g., among those living in particular
neighborhoods)
v. Informal interviews with members of prioritized groups (e.g., asking children
what they most appreciate about those who care for them)
vi. Focus groups of members of subgroups (e.g., asking working adults what it
would take for them to get more physical activity)
Related resources: (http://ctb.ku.edu/en/node/140)
Identifying Targets and Agents of Change: Who Can Benefit and Who Can
Help?(http://ctb.ku.edu/en/node/708)
Collecting Information About the Problem(http://ctb.ku.edu/en/node/131)
Developing Baseline Measures of Behavior(http://ctb.ku.edu/en/node/155)
Conducting Public Forums and Listening Sessions(http://ctb.ku.edu/en/node/126)
Conducting Interviews(http://ctb.ku.edu/en/node/169)
Conducting Focus Groups(http://ctb.ku.edu/en/node/140)
5. Engage potential partners and change agents in the campaign.
a. Identify those agents of change who may be particularly helpful in reaching
different prioritized groups (and indicate how they will be engaged) including:
i. Connectors: How will the group identify and involve those who can spread the
message of the campaign through their networks?
ii. Teachers: How will the group identify and involve those who can and will
provide needed knowledge to those implementing the campaign’s
components?
iii. Persuaders: How will the group identify and involve those who can motivate
others to adopt the behaviors sought by the campaign
b. Identify those in a position to change conditions under which the targeted
behaviors occur, and indicate how they will be engaged in the campaign (e.g., Who
can help modify access, barriers, and opportunities?).
Related resources:
Building and Sustaining Relationships(http://ctb.ku.edu/en/node/609)
Writing Letters to Potential Participants(http://ctb.ku.edu/en/node/596)
Making Personal Contact with Potential Participants(http://ctb.ku.edu/en/node/362)

5. Identifying Potential Throughout the Community(http://ctb.ku.edu/en/node/348)
Choosing a Group to Create and Run Your Initiative(http://ctb.ku.edu/en/node/421)
Involving Key Influentials in the Initiative(http://ctb.ku.edu/en/node/366)
Identifying Targets and Agents of Change: Who Can Benefit and Who Can Help
(http://ctb.ku.edu/en/node/708)
Recognizing Allies(http://ctb.ku.edu/en/node/1009)
Lobbying Decisionmakers(http://ctb.ku.edu/en/node/1123)
6. Analyze the key behaviors and environments related to the problem or goal.
a. State the target behavior(s) the campaign will address:
b. State the likely consequences of the desired behavior for individuals, and for the
community:
c. Indicate the personal factors that increase or decrease the likelihood of behaviors
and outcomes of interest:
d. Indicate the environmental factors that increase or decrease the likelihood of
behaviors and outcomes of interest:
e. Indicate what aspects of broader conditions and systems affect the behaviors and
outcomes:
f. Indicate best practices for addressing the issue/goal and changing the desired
behavior and what made them work:
Related resources:
Defining and Analyzing the Problem(http://ctb.ku.edu/en/node/674)
Identifying Strategies and Tactics for Reducing Risks(http://ctb.ku.edu/en/node/727)
7. Identify core components or strategies of the campaign. Indicate how the
campaign will:
a. Communicate memorable messages about the desired behavior including:
i. Credible content and source (e.g., testimonial by someone like me, celebrity,
or person in authority)
ii. Images that convey the appropriate tone (e.g., serious, humorous, friendly,
frightening)
iii. Memorable sayings (e.g., “just do it”; “make kids count”) and narrative stories
(e.g., about why this was important to particular people and communities)
iv. Specific prompts about the behaviors to be changed (i.e., be clear about what
people should do and when)
v. How this fits with the circumstances of people’s lives (i.e., how it is compatible
with people’s available time, the places where they live and work, and the

6. situations they experience)
vi. How this minimizes time and effort (i.e., how the time and cost is acceptable)
vii. How doing it results in positive consequences (e.g., increased social approval
from peers)
b. Make the desired behaviors more rewarding or attractive by:
i. Increasing available positive reinforcement for the desired behavior (e.g.,
social approval from friends and family)
ii. Decreasing the prevailing punishment (e.g., media campaign to suggest it is
“cool” or socially acceptable to do well in school)
iii. Make the desired behaviors easier or of lower cost in time, effort, and money
(i.e., modifying access, removing barriers, and increasing opportunities for the
behavior)
iv. Improve people’s abilities to adopt the behavior change (e.g. provide more
and better services and support)
v. Decrease the attractiveness of competing behaviors (e.g., reducing available
rewards for undesirable behaviors)
Related resources:
Influencing People(http://ctb.ku.edu/en/node/605)
Designing Community Interventions(http://ctb.ku.edu/en/node/698)
Communications to Promote Interest(http://ctb.ku.edu/en/node/13)
Understanding Social Marketing: Encouraging Adoption and Use of Valued
Products and Practices(http://ctb.ku.edu/en/node/1433)
8. Select and tailor campaign components based on their importance, feasibility,
and fit with different prioritized groups/subgroups.
a. Identify the particular sources of information that may be most influential with
distinct prioritized groups and subgroups (i.e., people trust messages that come
from others who are similar in age, ethnicity, etc.).
b. Identify the particular channels of influence to be used to reach distinct prioritized
groups and subgroups (e.g., African Americans and Hispanics might be reached
through church bulletins in their traditional faith communities). Indicate all the
channels that might apply for person-to-person, small group or media
communications, including:
i. Informal networks and naturally occurring groups (e.g., those in faith
communities, support groups)
ii. Public and nonprofit organizations (e.g., health and human service agencies,
libraries)

7. iii. Professional associations and groups (e.g., teachers' associations, labor
unions)
iv. Businesses (e.g., theaters, convenience stores, beauty salons, bars)
v. Point-of-purchase/activity materials (e.g., signs, displays, "take one" handouts)
vi. Community events (e.g., soccer games, arts festivals)
vii. Direct and electronic mail (e.g., bill stuffers, Internet/E-mail)
viii. Print materials (e.g., brochures, fact sheets, newsletters, posters, flyers)
ix. Print media (e.g., newspapers, daily and weekly)
x. Outdoor media (e.g., billboards, transit ads)
xi. Broadcast media (e.g., television, radio)
xii. Telephone directories (e.g., Yellow pages)
xiii. Other (be specific)
c. Identify how other selected strategies/components of a social marketing campaign
will be tailored for use with different prioritized groups/subgroups (e.g., To increase
adult engagement in caring relationships with children, the group might use radio
and television ads, flextime policies in large businesses, and information distributed
through church bulletins, etc.).
Related resources:
Developing a Plan for Communication(http://ctb.ku.edu/en/node/15)
Adapting Community Interventions for Different Cultures and Communities
(http://ctb.ku.edu/en/node/731)
9. Pretest and revise the campaign components before full implementation.
a. Indicate how you will implement the selected strategies/components with a
representative sample of the targeted groups/subgroups (e.g., use focus groups to
test public service announcements).
b. Indicate how you will gather information about the benefits and costs of the
campaign components, including:
i. Clarity of the message
ii. Effects with target behaviors
iii. Satisfaction with particular components
iv. Negative side effects
v. Costs in time and money.
c. Indicate how you will use the information to modify (and, if necessary, re-test)
components of the campaign
10. Implement the social marketing campaign. For each aspect of the campaign,
outline an action plan:

8. a. What actions will occur?
b. Who will carry it out?
c. When this will occur?
d. Resources (money and staff) needed/ available?
e. Communication - Who should know what about this?
Related resources:
Putting Your Solution into Practice(http://ctb.ku.edu/en/node/693)
Achieving and Maintaining Quality Performance(http://ctb.ku.edu/en/node/1340)
11. Evaluate the effects of the social marketing campaign. Indicate how you will:
a. Track implementation of campaign components and activities
b. Assess knowledge of (and exposure to) the campaign
c. Assess ongoing changes in specific behavioral objectives
d. Assess ongoing changes in specific population-level outcomes
e. Examine the contribution of campaign components to possible improvements in
behavior and outcomes at the community level
f. Consider the ethical implications of the campaign
Related resources:
A Framework for Program Evaluation: A Gateway to Tools(http://ctb.ku.edu/en/node/1227)
Developing an Evaluation Plan(http://ctb.ku.edu/en/node/1245)
12. Celebrate successes and make ongoing adjustments (e.g., group celebrations,
modify components).
Related resources:
Arranging Celebrations(http://ctb.ku.edu/en/node/1353)
Holding Awards Ceremonies(http://ctb.ku.edu/en/node/1366)
Providing Feedback to Improve the Initiative(http://ctb.ku.edu/en/node/1329)
Achieving and Maintaining Quality Performance(http://ctb.ku.edu/en/node/1340)
13. Sustain the effort long enough to make a difference.
a. Maintain the involvement of core members of the campaign team (e.g., connectors,
persuaders):
b. Imbed and amplify the message (i.e., make public and visible, durable, deliver in
natural contexts, imbed in small groups).
c. Use evaluation information to help secure ongoing resources for sustained

9. implementation (e.g., presentations to grantmakers about benefits).
d. Secure media coverage of the issue/goal and successful implementation of relevant
components (e.g., hold news conferences and pitch feature stories to promote
continued awareness).
e. Promote adoption of campaign components that made a difference (e.g.,
institutionalize enhanced access to services as part of the line item budget of the
health department or other relevant public agency).
f. Advocate for new changes that contribute to improvement (e.g., seek policies to
change service hours to make it easier for people to use them).
Related resources:
Planning for the Institutionalization of an Initiative(http://ctb.ku.edu/en/node/1470)
Strategies for Sustaining the Initiative(http://ctb.ku.edu/en/node/1475)
Building and Sustaining Commitment(http://ctb.ku.edu/en/node/600)
Developing a Plan for Involving Volunteers(http://ctb.ku.edu/en/node/488)
Providing Incentives for Staff and Volunteers(http://ctb.ku.edu/en/node/1358)
Marketing the Initiative to Secure Financial Support(http://ctb.ku.edu/en/node/1371)
Working with the Media(http://ctb.ku.edu/en/node/1188)
Making Friends with the Media(http://ctb.ku.edu/en/node/1193)
Changing the Media's Perspective on Community Issues(http://ctb.ku.edu/en/node/1210)
Preparing Press Releases(http://ctb.ku.edu/en/node/272)
Arranging a Press Conference(http://ctb.ku.edu/en/node/292)
Promoting Adoption of the Initiative's Mission and Objectives(http://ctb.ku.edu/en/node/1479)
Attracting Support for Specific Programs(http://ctb.ku.edu/en/node/1483)
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