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Sosm hiv std conference presentation may 2010


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SUMA/Orchard Social Marketing HIV/STD Conference Presentation May 24, 2010

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Sosm hiv std conference presentation may 2010

  1. 2. SUMA/Orchard Social Marketing <ul><li>Two social marketing experts partnered in 2002 to create SOSM </li></ul><ul><li>Both firms began in early 1990’s Promotion </li></ul><ul><li>Cathy Schechter and Melanie Susswein </li></ul><ul><li>Together with staff and partners, SOSM has done social marketing from A to Z </li></ul>
  2. 3. A dolescent Health A sthma A frican American B reastfeeding C ancer C ommunity Preparedness D iabetes D omestic Violence Prevention & Education E mergency Rooms E arly Childhood Intervention F ruits & Vegetables F lu Prevention F it Kids G en X H ispanics H IV Care I mmunizations J uice K issing Doesn’t Cause AIDS L egal Aid L itter Prevention health L iteracy M edicaid N urses O besity O steoporosis P erinatal HIV Q uestions about all this R espiratory Health S uicide Prevention T obacco Cessation T raining & T echnical Assistance U ndocumented Workers V accinations WIC W ebsite Usability for People with Disabilities Y outh Risk Behavior Survey Z obey
  3. 4. Social Marketing is a DISCIPLINE geared to promote behavior change . Social Marketing is a distinct process .
  4. 5. How is Social Marketing Different from Advertising? <ul><li>Promotes behavior change for better health </li></ul><ul><li>Puts consumers front and center </li></ul><ul><li>Relies on research from beginning to end </li></ul><ul><li>Meets consumers where they are , physically, intellectually, emotionally, spiritually </li></ul><ul><li>Holistic Approach : Considers the classic 4 P’s of marketing, plus 3 additional P’s </li></ul>
  5. 6. A good campaign should be built like a sturdy and buoyant boat. Plus, an understanding of the final destination, and the limits of what this little boat will carry.
  6. 7. Our Day <ul><li>Overview of Social Marketing </li></ul><ul><ul><li>Q &A </li></ul></ul><ul><li>Application of Social Marketing in Ohio HIV Case Study </li></ul><ul><ul><li>Interactive Activities </li></ul></ul><ul><li>Quantitative </li></ul>
  7. 8. What are the 4 P’s of Marketing? <ul><li>Product </li></ul><ul><li>Place </li></ul><ul><li>Price </li></ul><ul><li>Promotion </li></ul>
  8. 9. What 3 P’s are Missing? <ul><li>Public Policy </li></ul><ul><li>Partnerships </li></ul><ul><li>Programs </li></ul>
  9. 10. Social Marketing Model
  10. 11. Steps for a Successful Campaign
  11. 12. What is the Problem? Who is Affected? <ul><li>Define the Problem </li></ul><ul><ul><li>Review relevant data- epidemiological, gender, ages, races/ethnicities, locations </li></ul></ul><ul><ul><li>Opportunities to collaborate with the groups that will make you successful </li></ul></ul><ul><li>Define the Audience </li></ul><ul><ul><li>Broad understanding- primary and secondary </li></ul></ul><ul><ul><li>Helps identify influencers </li></ul></ul><ul><li>Determine the Behavior </li></ul><ul><ul><li>What needs to change </li></ul></ul>
  12. 13. Why is Phase I Formative Research Most Important? <ul><li>Confirms the primary target audience </li></ul><ul><li>Offers insight into sub-target audiences </li></ul><ul><li>Knowledge of trends and best practices inform campaign development </li></ul><ul><li>Mapping prevalence helps identify primary field sites </li></ul><ul><li>Leads to a strategic campaign plan </li></ul><ul><li>Informs development of campaign elements </li></ul><ul><li>Avoids wasteful spending </li></ul>
  13. 14. Components of Formative Research <ul><li>Best Practice/Existing Research Inventory </li></ul><ul><li>Determine Method(s) </li></ul><ul><li>Instrument Design </li></ul><ul><ul><li>Screener </li></ul></ul><ul><ul><li>Guide </li></ul></ul><ul><li>Recruiting </li></ul><ul><li>Data Collection </li></ul><ul><li>Data Analysis </li></ul>
  14. 15. Qualitative Research Allows the Audience’s Voice to be Heard
  15. 16. Formative Research Begins with Qualitative <ul><li>Observation </li></ul><ul><li>In-depths with experts, key stakeholders </li></ul><ul><li>Focus groups with target audiences </li></ul><ul><li>One-on-one interviews </li></ul>
  16. 17. Formative Research Drives the Campaign <ul><li>Minimize preconceived notions to what research has documented </li></ul><ul><li>May not be what you thought it would be </li></ul><ul><li>Informs more specifically pre-campaign </li></ul><ul><ul><li>Knowledge </li></ul></ul><ul><ul><li>Beliefs </li></ul></ul><ul><ul><li>Attitudes </li></ul></ul><ul><ul><li>Perceptions </li></ul></ul><ul><ul><li>Motivation to change </li></ul></ul>
  17. 18. Formative Research: Positive Impact on Campaign Development <ul><li>Generates messages that are relevant, comprehensible, motivational, persuasive </li></ul><ul><li>Considers audience preferences for ways to receive messages </li></ul><ul><li>Informs distribution for greater saturation </li></ul><ul><li>Informs more targeted media placement </li></ul><ul><li>Generates ideas for earned media </li></ul><ul><li>Avoids wasteful spending </li></ul>
  18. 19. <ul><li>There is a method for qualitative site selection </li></ul><ul><li>Data Sources might include (e.g.) </li></ul><ul><ul><li>Epidemiological data </li></ul></ul><ul><ul><li>Census data </li></ul></ul><ul><li>Considers diversity of age, ethnicity, psychographic, and geographic profiles </li></ul><ul><li>Internal Politics </li></ul><ul><ul><li>Client may direct for their own reasons </li></ul></ul>Where Should We Go For Research? Site Selection
  19. 20. Method? What might we learn from: <ul><li>Observation? </li></ul><ul><li>Stakeholder and Expert Interviews? </li></ul><ul><li>Focus groups? </li></ul><ul><li>In-depth interviews? </li></ul>
  20. 21. Observation <ul><li>The flow and characteristics of a system </li></ul><ul><li>How people experience and behave in that situation </li></ul><ul><li>Potential places to insert messages within the existing system to change behavior </li></ul>
  21. 22. Experts & Stakeholder Interviews <ul><li>Helps identify community leaders, influencers </li></ul><ul><li>Connects the data to community faces </li></ul><ul><li>Leads to identification of promising practices, effective messages and media </li></ul>
  22. 23. Focus Groups <ul><li>Helps identify patterns, trends, barriers, dissemination opportunities </li></ul><ul><li>Helps researchers understand how people speak to each other about the topic </li></ul><ul><li>Opportunity to field test for ideas </li></ul><ul><li>Participants should share like characteristics </li></ul><ul><li>2 hours maximum </li></ul><ul><li>8-10 people is ideal </li></ul><ul><li>2 groups minimum per demographic group </li></ul>
  23. 24. In-depth Interviews <ul><li>Opportunity to drill down into specific themes emerging from focus groups </li></ul><ul><li>Learn how individuals do, feel, decide, learn… </li></ul><ul><ul><li>DADS </li></ul></ul><ul><ul><li>Field Testing Print Materials </li></ul></ul><ul><ul><li>Sensitive Topics </li></ul></ul>
  24. 25. Instrument Design <ul><li>To be on a quest is nothing more or less than to become an asker of questions. </li></ul><ul><ul><li>Sam Keen </li></ul></ul><ul><li>A prudent question is one half of wisdom. </li></ul><ul><ul><li>Francis Bacon </li></ul></ul>
  25. 26. Instruments
  26. 27. Screener <ul><li>Begin with Essential Criteria </li></ul><ul><li>Move to Potentially Sensitive </li></ul><ul><li>Disqualifying Questions </li></ul><ul><li>End with Open Ended </li></ul>
  27. 28. Screener Project Name Population Gender Terminate Continue Age Usually a range Language What language are you comfortable speaking in a group setting? Essential Info Program Involvement, profession, receiving services Income Working with FLP- includes family size… Do you make less than? Race How would you describe your ethnicity or race? Disqualifiers Have you or anyone in your family… Open Ended Question What is the most important issue…
  28. 29. Focus Group Guide <ul><li>Guide and only a guide </li></ul><ul><li>Collaborative Process </li></ul><ul><li>Several Iterations </li></ul><ul><li>Pretest </li></ul><ul><li>Open Ended Questions </li></ul>
  29. 30. Focus Group Guide <ul><li>Focus Group Guide </li></ul><ul><ul><li>Follows a conversation </li></ul></ul><ul><ul><ul><li>Introduction </li></ul></ul></ul><ul><ul><ul><li>Joining Exercise </li></ul></ul></ul><ul><ul><ul><li>General Question leading to topic of conversation to the specific </li></ul></ul></ul><ul><ul><ul><li>Research details </li></ul></ul></ul><ul><ul><ul><li>Field Test (if applicable) </li></ul></ul></ul><ul><ul><ul><li>Closing </li></ul></ul></ul>
  30. 31. In-Depth Interview Guide <ul><li>In Depth Interview Guide </li></ul><ul><ul><li>Opportunity for more specific and detailed research </li></ul></ul><ul><ul><li>Opportunity to build a relationship </li></ul></ul>
  31. 32. Recruiting <ul><li>Trained Recruiter Vs. Community recruiting </li></ul><ul><li>Compensation </li></ul><ul><li>Reminder </li></ul><ul><li>Food </li></ul><ul><li>Consent Forms </li></ul>
  32. 33. Data Collection <ul><li>Field Work </li></ul><ul><ul><li>Greet People </li></ul></ul><ul><ul><li>Summarize and paraphrase </li></ul></ul><ul><ul><li>Write down when information is fresh </li></ul></ul><ul><ul><li>Tape Recording </li></ul></ul><ul><ul><li>Need for Uniformity in Completing Research </li></ul></ul>
  33. 34. Data Analysis <ul><li>Begin Immediately </li></ul><ul><li>Collaborative Process </li></ul><ul><li>Code Information </li></ul><ul><li>Look for common themes </li></ul><ul><li>Illustrative Quotes </li></ul><ul><li>Jargon/Word usage </li></ul><ul><li>Misconceptions </li></ul><ul><li>Deviant Case Analysis </li></ul>
  34. 36. Social Marketing Messages <ul><li>Product (what are you trying to “sell”?) </li></ul><ul><li>Place (where are people in their actual physical being, emotional space or even spiritually?) </li></ul><ul><li>Price (what do people need to give up to “buy” into your message? Can be a belief or a behavior) </li></ul><ul><li>Promotion (how & where are people most likely to pay attention to the message?) </li></ul>
  35. 37. Guiding Campaign Development with Qualitative Findings <ul><li>Key messages (what do people need to know most?) </li></ul><ul><li>Most effective media and/or points of distribution </li></ul><ul><li>Language preferences </li></ul><ul><li>Budget considerations </li></ul><ul><li>Breaking through clutter </li></ul>
  36. 38. Competition
  37. 39. FIELD TEST MATERIALS <ul><li>Now it is time to… </li></ul>
  38. 40. What Should We Create to Field Test? <ul><li>Print </li></ul><ul><ul><li>Logos/brand identity </li></ul></ul><ul><ul><li>Messages </li></ul></ul><ul><ul><li>Photographs or illustrations </li></ul></ul><ul><li>Radio (scripts) </li></ul><ul><li>Video (storyboards) </li></ul><ul><li>Electronic media (websites) </li></ul>
  39. 41. A Word about “Emerging Technologies” and “Social Media” <ul><li>From our perspective </li></ul><ul><ul><li>Social media, text campaigns, etc., are a TACTIC and not an end in themselves </li></ul></ul><ul><ul><li>We only use technologies if the audiences tell us they are the way to reach them </li></ul></ul><ul><ul><li>David: have you seen any indication yet that these technologies work? </li></ul></ul>
  40. 42. Pre-Test Basics Objectives <ul><li>Determine if the materials… </li></ul><ul><ul><li>Speak to whom you want them to speak </li></ul></ul><ul><ul><li>Say what you want them to say </li></ul></ul><ul><ul><li>Teach what you wanted people to learn </li></ul></ul><ul><ul><li>Motivate in the way you desire </li></ul></ul>
  41. 43. Pre-Test Basics Brainstorm Questions Category Example Question Attractiveness What do you think….? Acceptability How well does this catch your attention? AND does it catch you in a positive or negative way? Comprehensibility What does this say/mean? What is this asking you to do? Motivational What would you do after reading this? Relevance Who do you believe this was designed for? What will you do after reading/seeing/hearing this?
  42. 44. Print <ul><li>Keep your audience in mind </li></ul><ul><ul><li>Cultural preferences </li></ul></ul><ul><ul><li>Literacy levels (use Flesh- Kincaid or Fog Index for readability of written materials) </li></ul></ul><ul><ul><li>Don’t assume low-literacy means a lack of visual sophistication! </li></ul></ul><ul><ul><li>Web-savvy or not? </li></ul></ul>
  43. 45. Print <ul><li>Active voice </li></ul><ul><li>Bullet points </li></ul><ul><li>Photographs & illustrations </li></ul><ul><li>Avoid text-heavy; keep ample white space </li></ul><ul><li>Tables (carefully and ALWAYS field test, as tables and graphs are easily misunderstood) </li></ul><ul><li>Use bolding for emphasis </li></ul>
  44. 47. Evaluation Phase: Measuring Knowledge, Attitudes and Behavior Change
  45. 48. QUESTIONS?