Social Marketing Theories and Applications

1. Social Marketing Theories and Applications Peter W. Vaughan, Ph.D. April 13, 2013

2. 3 Objectives • Understand how to use Diffusion of Innovations & Stages of Change theories to make social marketing decisions • Apply Target Audience Characterization to Mini Campaign to demonstrate how to use DoI and SoC to make campaign decisions • Surface participant experiences and challenges doing these things

3. Activity 1:Diffusion of Social Networking Wikipedia non-dating, well-known, active social networking sites: • Classmates.com (1995) • Care2 (green living/social activism) (1998) • Vampirefreaks.com (1999) • Habbo (2000) • Mixi (2000) • Friendster (2002) • MySpace (2003) • Linkedin (2003) • Facebook (2004) • Flickr (2004) • Tagged (2004) • 校内 (Xiaonei) or The Renren Network (2005) • Douban (2005) • Twitter (2006) • Zoopa (2007) • Yammer (2008) • Google+ (2011)

4. Discussion Points Users of Social Networks: • How did you first learn about your social network? • What convinced you to join a social network? • Have you talked to friends/family about social networks? • Generally, are you someone who is the first to adopt new things, or a later adopter? • Did anyone stop using social networks? Why? Non-Users of Social Networks: • Why haven’t you adopted use of a social network? • What might convince you to adopt a social network? • Have you talked to friends/family about social networks? • Generally, are you someone who is the first to adopt new things, or a later adopter?

5. Facebook is an Innovation!

7. Facebook may be past its inflection point! (http://octrooifabriek.blogspot.com) Facebook IPO @ $38/share

8. Rate of Adoption of HerbicideSpray by Iowa Farmers (From Rogers, 1995)

9. Length of Time to go Through Stages of Change in adoption of 2,4 D Weed Spray

10. Laggards (56 months) Stages of Change Model Innovators (5 months)

13. Activity 2: Mini Campaign Stage of ChangeWhich of the following statements best describes you the day before the TTT started? • Had never heard that taking breaks during work to stretch or exercise can improve your mental and physical health. • Had heard that taking breaks during work to stretch or exercise can improve your mental and physical health. • Believed that taking a break during work to stretch or exercise will improve your mental and physical health. • Had talked to other Rare staff about taking breaks during work. • In the previous 6 weeks, had at least occasionally taken a work break in order to stretch or exercise. • In the previous 6 weeks, had regularly (2/day or more) taken work breaks in order to stretch or exercise.

14. Activity 2 Discussion Points • How many stages did they progress on average? What is range of progress in number of stages? • Did anyone regress? • Did anyone skip a stage or do stages in different order than Rare’s ToC? • Are they with the same people now as at baseline? Why? • Why did you move as many stages as you did? What caused you to move? • Why didn’t you move further? What blocked you? • What would help you to move to the next stage? • If you were designing a Pride campaign, what messages would you suggest to reach your group? • If you were designing a Pride campaign, what activities would you suggest to reach your group?

15. How Can We Use DoI & SoC to Inform Pride Campaign Decisions? Rate of Adoption of Weed Spray by Iowa Farmers (From Rogers, 1995)

16. Use Baseline Levels of K or BC to Guide Emphasis in Campaign

17. 2 Take-Home Points • You should have messaging strategy that targets all parts of the Stages of Change to create a “pathway to change”. • Campaign emphasis will shift, however, depending on where the majority of your target audience is at at baseline.

18. Using KAP Data to Design Messaging

19. Using KAP Data to Design Messaging

20. Using Survey Data to Characterize your Target Audience(s) • You can use your responses to K, A, IC & BC questions to make an educated assessment of where your TA is along the stages of change. • Because your survey questions are aligned with your K, A, IC & BC objectives, the baseline results are best indicator of what your messages need to emphasize. • In no way does survey data replace qualitative data in understanding your target audience!

21. How to Assign Target Audience to Stages of Change

22. PES Example • Start at highest stage (Maintenance); work towards Precontemplation. • Use Critical thinking skills!

23. PES Example Calculation: Take the percentage that answer the validation question correctly and subtract out anyone that is at a higher stage

24. PES Example

25. PES Example

26. PES Example

27. Characterization • My survey questions don’t do a great job of distinguishing between the “action” stage (new adopters) and the “maintenance” stage (continuous behavior for 6 months or more), so I will just combine these stages. • Although 1% of farmers reported they had signed a PES agreement, these must be false positive responses because the PES scheme has not yet been implemented. There can’t be anybody in the action or maintenance stages. • Of the two SMART objectives for knowledge, I feel I need to emphasize K2 (knowledge of payment per hectare) because the payment is the real benefit to farmers and that will capture their attention. Also, by educating about the payment level, I will also raise awareness of the PES scheme (K1) at the same time. • Clearly most people (79%) are in the precontemplation stage, although the estimates vary moderately depending on which K question I look at. There is also a fairly large group (20%) that has discussed PES with other farmers, and so are in the validation stage. • I am surprised by the fact that I got a high response of farmers who report talking about PES even though attitudes are still low. Clearly, the work WCP did last year got farmers talking, but may have raised suspicions among farmers that the PES won’t fully compensate them for protecting their land. • Some basic awareness of the PES scheme already exists because of the work done last year by WCP. Many of the people who have heard of PES though, are no longer in the contemplation stage, but they have started talking about PES with other farmers. However, positive attitudes towards PES are low. I need to focus on improving attitudes. Even though there are few people at the contemplation stage (1%), I need to focus on improving attitudes because many of the people I classified as being at the validation stage actually have negative attitudes towards PES. I also need to focus on increasing awareness of PES because there is a long way to go to get to our SMART objective, which is the level we think we need to get good participation in PES.

28. Activity 3: Mini-Campaign for Rare Employees (RE)

29. Mini-Campaign Data

30. Audience Characterization • There is a dumbbell distribution, with a lot of staff at Action & Maintenance and a lot at Precontemplation. With BC of some sort at 57%, I really need to focus on Late Majority and Laggards. • I would want to know by doing further analysis if there are differences are between Arlington & Regional staff, that might affect placement of my messages. • Almost everyone understands the health benefits of short exercise breaks, but I need to emphasize the message that Rare supports this practice at 2/day only both for those at Precontemplation and for those at Action (but doing wrong frequency). • Interestingly, there is almost nobody in middle stages; it seems like if I can get them to understand Rare supports this strategy, the only place they “pool” is at preparation, so I need to emphasize messages to increase willingness to exercise. • Because the knowledge I need to change has to do with employee work performance and remuneration, the message needs to come “from the Boss”, that is who they will trust that it is “safe” to take breaks to Exercise. I will work with Brett on a communication message to staff, and get all VPs to echo it. • For the large group at Action/Maintenance, I need to emphasize reinforcement messages to sustain their good behavior. • There are other serious constraints (time, facilities, don’t like exercise) mentioned in qualitative work that may be just as important to form campaign around that are not in KAP data.

31. Audience Characterization Review • Social Networking Activity to learn Diffusion of Innovations • Participant response to Audience Characterization activity: • Discussions you had? • Problems you had? • Solutions you had? • Questions you still have?

32. Clarify the application of quantitative vs. qualitative data in the Target Audience Characterization • Can qualitative data help you make decisions around which of the 4 K questions you should use? • Can qualitative data help you think about which response options to use in BC and A questions that had multiple responses? • Can qualitative data help you think about additional quantitative data analyses you should do? • Did your quantitative data miss something really important that your campaign needs to address?

33. Follow Up Item #2 • Clarify the role of the Target Audience Characterization vs. Audience Persona.

34. Audience Persona A narrative description of your target audience using one member to typify the entire audience

35. Audience Persona • Age • Education • Gender (split) • Ethnicity • Size of the target audience • Attitudes • Values • Interests • Worries • Current behaviors • What is important to this target audience member? • Benefits of the current behavior • Benefits to trigger the new behavior? • Barriers • Motivational levers for behavior change?

36. Qualitative Questions to Aid Audience Persona 1. Why is the target audience carrying out their current behavior(s)? 3. Are there audiences that have major influence over your target audience (i.e. key influencers)? 4. What does your target audience perceive as the barrier(s) to taking on the new behavior(s)? 5. What does your target audience perceive as the benefit(s) in carrying out the new behaviors? 4 7. Who does the target audience trust as an information source?

37. Make recommendations for the process for teaching and coaching CMs on the Target Audience Characterization, given short timelines for learning the use of the new tables. • CMs need to understand Diffusion of Innovation and adopter categories. • Activity we did only works with large numbers. • CMs need to understand Stage of Change: • Prochaska exercise • Teaching emphasis table’s 2 take-home points: • Messages targeted to K, A, IC, BC to create pathway to change • Emphasis shifts towards BC as you move along the DoI curve • Teaching message/activity table: • Make sure they understand the suggestions come from the differences among adopter groups table. • Schedule time with CMs to work through Characterization activity and with their data 1 on 1. • Try to have the CMs understand the people, not just the numbers.

38. Working in small groups (2-3) • Use survey results to make some decisions about: • Campaign emphasis across stages. • Discuss which adopter groups have already adopted; which have not. • Calculate what percentage of your TA (Rare employees) are at each stage of change. • What stage is the majority of your TA at? • Write a characterization of your TA. • Make a few suggestions about your marketing mix: • What might be good media to use? • What might be good messages to use?

39. Some questions to start discussion • If you asked multiple K (or A, or IC) questions, how do you know which one to use in calculations? • If a question had multiple “correct” responses, how did you handle that? • If you also asked the single question to assign respondents to stage-of-change, what do you do if you get different assignment to stages than using individual questions? Should you do both methods?

40. Percentage of Americans with wireless only phones by Age