Step Nine

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Step Nine

• Develop a Project Identity

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Step 9 Identity Action Summary

• Nature of the task
• To create an identity that will clearly
  communicate your image and your intended
  relationship with your audience (e.g., your
  purpose and why its important)
• Complete the Worksheet.
• Generic information p. 51 wkbk
• Blank worksheets p. 93 wkbk

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Step 9 Identity Action Summary Tips

• Use examples from a wide variety of sources to
  help determine your preferences.
• Produce materials that carry the identity (e.g.
  name, logo, mission statement, etc. - start with
  the easiest!).
• Manage your identity.

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Step 9 Worksheet

• What four things (styles, attitude,
  relationships) do you want people to think about
  you, your issues and your services.
• How do you want people to feel?
• What distinguishes your project from others?
• How does your project complement others? Build on
  others?

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Identity amplifies the impact of a campaign

• Helps people remember key messages because they
  can connect discrete messages.
• Stimulates conversation and comment.
• In time, the unifying features could come to
  represent the messages leading people to
  immediately recall the campaign messages when the
  symbol is presented.

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We build the roads, and the roads build us.Sri
Lankan saying
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Display identity throughout

• A campaign identity includes
• where you meet, how you dress, how you answer the
  phone, etc
• a mission or vision
• a positioning statement/copy platform,
• slogan
• name
• logo or distinguishing signature
• images
• Identity defines, distinguishes, and synergizes.

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Mission Statements

• A good mission statement articulates very
  clearly what the purpose of the organization is.
  A great mission statement provides clarity and
  passion.
•  To establish Merck as the preeminent
  drug-maker worldwide.
• Merck, 1979
• To be number two in the beer industry by the
  end of the 1990s.
• Coors, 1990
• Were going to democratize the automobile.
  Henry Ford, 1909
• Our whole people and empire have vowed
  themselves to the single task of cleansing Europe
  of the Nazi pestilence and saving the world from
  the new dark ages. We seek to beat the life and
  soul out of Hitler and Hiterlism. That alone.
  That all the time. That to the end. Winston
  Churchill, 1940

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When Considering a Name

• Known terms are familiar and engaging, yet often
  confusing because they can have multiple meanings
• E.g. healthy weights
• Using neutral terms is safer, and still engaging,
  but there is less confusion
• E.g. Zone, Balance, Winning
• Using acronyms is safe, though meaning can be
  less clear

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Identity

• Display it
• Share it
• Protect it

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Step 10 Production Action Summary

• Nature of the task
• Develop specs for each desired product (vehicle),
  select and contract with suppliers, and manage
  production process.
• Complete worksheet.
• Generic information p. 55 wkbk
• Blank worksheets p. 94 wkbk (adapt freely!)
• Tips
• Try to produce the best materials, within budget,
  on time!
• Be sure to manage reviews and sign-offs very
  carefully.

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Production Worksheet (cont)
Key Messages Key Messages Key Messages Key Messages
Content (What) Benefits (So What) Benefits (So What) Action Step (Now What)
Desired Identity of Your Issue, Organization and Services Desired Identity of Your Issue, Organization and Services Desired Identity of Your Issue, Organization and Services Desired Identity of Your Issue, Organization and Services
Audience Should Think Audience Should Think Audience Should Feel Audience Should Feel
Timeline Timeline Timeline Timeline
Start Date Finish Date Finish Date Distribution Timeline
Budget Range Budget Range Budget Range Budget Range
Minimum Minimum Maximum Maximum
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The Golden Rule of Production

• You can only pick two of these
• Speed
• Quality
• Low Cost

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Clear Communication

• Readability
• Words
• Style and reading level
• Organization
• De-Fog Your Prose
• Get it Right
• Visuals
• Layout and print
• Illustrations
• Test, test, test

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De-Fog Your ProsePositive Negatives

• A linguistics professor was lecturing to his
  class one day.
• In English, he said, a double negative forms
  a positive. In some languages though, such as
  Russian, a double negative is still a negative.
• However, he pointed out, there is no language
  wherein a double positive can form a negative.
• A voice from the back of the room piped up,
  Yeah. Right.

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Resources and Services Clear Language

• 1. Canadian Public Health Association
• 1565 Carling Avenue, Suite 400
• Ottawa, ON K1Z 8R1
• [phone] Fax [phone]
• E-mail nlhp_at_cpha.ca Website  www.nald.ca/nlhp.ht
  ml
• fee for service basis
• health communication training package, video,
  Plain.word game, working with low-literacy
  seniors package
•  
• 2. Clear Language and Design (CLAD)
• Toronto East End Literacy Project
• www.EastEndLiteracy.on.ca/clearlanguageanddesign
• Sally McBeth clad_at_direct.ca
•   fee for service basis

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Plain Word Game
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The Great Scavenger Hunt

• A great logo (public, voluntary, or private
  sector)
• A great positioning statement
• An example of the use of a spokesperson(s) that
  helps define an organization and/or its product
  and services.
• An example of how a product or organization
  distinguishes itself from others.
• A visual or statement that demonstrates
  collaboration and/or cooperation (synergy).
• An example of a confusing and/or poor identity.
• A great name for an organization
• A great slogan
• Material that is well-organized
• Material that is well-written and appropriate for
  the audience
• Excellent illustrations and other visuals that
  are appealing and create high impact
• Excellent layout and use of design elements
  (print, borders, etc)
• Materials that pay attention to cultural norms
  and meanings

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Debriefing

• What I learned
• What I struggled with
• In real life I would
• In real life I would not

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Step Twelve

• Evaluation
• (p.61)

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Step 12 Evaluation Action Summary

• Nature of the task
• Gather, interpret and act upon qualitative and
  quantitative information throughout the 11 steps.
• Complete worksheet
• Generic information p. 61 wkbk
• Blank worksheet p. 99 wkbk
• Tips
• through the steps in the workbook, paying most
  attention to clearly identifying stakeholder
  expectations, finding resources for the
  evaluation, and being sure your efforts are
  evaluable.

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Three Types of Evaluation (p.62)

• Formative evaluation includes audience analysis
  and pre-testing. Purpose is to maximize chance
  of success before starting.
• Process evaluation examines how a program in
  progress is operating.
• Summative evaluation methods usually consist of a
  comparison between audiences awareness,
  attitudes and/or behaviour before and after.

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Step 12 How to Evaluate Health Promotion Programs

• Get Ready to Evaluate
• Establish clearly defined goals and objectives
• Identify measurable success indicators
• Engage Stakeholders
• Understand stakeholders interests and
  expectations
• Engage stakeholder participation
• Develop evaluation questions
• Assess Resources For the Evaluation
• Determine availability of staff and resources and
  amount of money allocated for evaluation
• Design The Evaluation
• select type of evaluation to be conducted
• design evaluation framework
• consider ethical issues and confidentiality
• Decide on qualitative versus quantitative methods
• Assess strengths/weaknesses of different methods
  of measurement

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How to Evaluate (cont)

• Develop Work Plan, Budget, and Timeline for
  Evaluation
• Collect the Data Using Agreed Upon Methods and
  Procedures
• Pilot test
• Collect data
• Process and Analyze the Data
• Prepare data for analysis
• Analyze data
• Interpret and Disseminate the Results
• Interpret
• Present
• Share
• Take Action

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Evaluation and the 12 Steps
Health Communication Step Applicable Type of Evaluation
1. Project Management Formative Situational Assessment
2. Revisit Health Promotion Strategy Formative Logic Model
3. Analyze and Segment Audiences Formative Audience Analysis
4. Develop Inventory of Resources
5. Set Communication Objectives Summative Set Comm. Objectives/Indicators
6. Select Channels and Vehicles Process Set Implementation Objectives/Indicators
7. Combine and Sequence Activities Process Set Implementation Objectives/Indicators
8. Develop the Message Strategy Formative Pretesting
9. Develop a Project Identity Formative Pretesting
10. Develop Materials Formative Pretesting
11. Implement Your Campaign Process Advertising Model Summative Impact Monitoring Model, Experimental/Quasi-experimental
12. Complete Campaign Evaluation All types Analysis, Interpretation, Action
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Can health communication campaigns work?
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Can health communication campaigns work?

• Most researchers agree they can impact on
  awareness, knowledge and attitudes.
• However, major trials over the last two decades
  (Stanford, Minnesota, COMMIT) has fostered
  skepticism about the effects on behaviour.
• In his recent book, Professor Hornik concludes
  that There is good evidence for the effects of
  public health communication.
• Andreasen, A. 2002. Book review of Public Health
  Communication Evidence for Behaviour Change by
  Robert Hornik. 2002. In Social Marketing
  Quarterly. Vol VIII, No. 3.

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Horniks comments on effectiveness

• Exposure is the key.
• Three pathways to effects
• Direct
• Influence media opinion leaders to change
  social norms.
• Alert policy-makers to need for structural
  changes.
• Many communication effects are not due to planned
  interventions, but to the increased media
  attention to the issue. This makes it difficult
  to detect effects.
• As reprinted in Andreasen, A. 2002. Book review
  of Public Health Communication Evidence for
  Behaviour Change by Robert Hornik. 2002. In
  Social Marketing Quarterly. Vol VIII, No. 3.

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Why Campaigns Fail

1. Inadequate exposure
2. Various audience perception barriers (may also be
   considered message design flaws!)
3. Certain types of messages may trigger boomerang
   effects
4. Planners/sponsors succumb to various
   temptations
5. Lack of attention to proven planning principles

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1. Inadequate Exposure

• Low volume
• Design (doesnt catch attention)
• From Atkin, C. 2001. Impact of Public Service
  Advertising Research Evidence and Effective
  Strategies. Project conducted for Kaiser Family
  Foundation.

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2. Audience Perception Barriers (a.k.a design
flaws!)

• Denial of susceptibility
• Denial of relevance
• Rejection of unpalatable recommendations
• Perception that messages are
• offensive, disturbing, boring, stale, preachy,
  confusing, irritating, misleading, irrelevant,
  uninformative, useless, unbelievable, or
  unmotivating.
• From Atkin, C. 2001. Impact of Public Service
  Advertising Research Evidence and Effective
  Strategies. Project conducted for Kaiser Family
  Foundation.

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3. Boomerang Effects

• Alarming statistics or portrayals of
  misbehaviours may normalize behaviour
• Portraying behaviour as risky may appeal to
  risk-takers
• Forbidden fruit might sell the fruit
• Highly threatening appeals may backfire without a
  strong efficacy component
• Exaggerated claims may undermine credibility
• Emphasis on negative outcomes may produce
  desensitization
• Audiences may shift problems. For example, if
  teenage drivers are convinced that safety belts
  will protect them, they may drive faster .
• From Atkin, C. 2001. Impact of Public Service
  Advertising Research Evidence and Effective
  Strategies. Project conducted for Kaiser Family
  Foundation.

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4. Temptations

• Regarding audience as ignorant or misguided
• Being extremist (promoting behaviours that are
  unpalatable to audience)
• Being too politically correct
• Seeking to impress colleagues
• Emphasizing fancy design over solid content

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5. Lack of attention to proven planning
principles

• Many campaigns simply do not follow good campaign
  planning and design procedures that are known to
  be the absolute minimum requirements for a
  successful campaign.

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5. Lack of attention to planning principles cont

• 2000 study of 50 published nutrition and/or
  physical activity social marketing campaigns.
• Examined
• Goals and reporting on goals
• Planning and background gathering techniques
• Use of behavioural theory
• Identification of target audiences
• Audience analysis and segmentation strategies
• Levels of intervention
• Channel selection
• Formative and summative evaluation
• Alcalay, R. Bell, R. Promoting Nutrition and
  Physical Activity Through Social Marketing
  Current Practices and Recommendations. June 2000.
  For the Cancer Prevention and Nutrition Section
  of California Department of Health Services.
  Available from Center for Advanced Studies in
  Nutrition and Social Marketing.

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5. Lack of attention to planning principles cont

• Fewer than 1/3 of campaigns expressed goals in
  measurable terms.
• Goals were rarely formulated on the basis of data
  descriptive of target audiences.
• Many campaigns did not mention any theory
  what-so-ever.
• Audience segmentation strategies were primarily
  based on demographics (usually age) and only
  occasionally made use of psychological and
  lifestyle principles.

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5. Lack of attention to planning principles cont

• Only a minority of campaigns conducted any
  consumer research and often that research was not
  described.
• Individual behaviours were more likely to be the
  focus of change efforts than family practices
  and/or community norms/activities.
• More attention should be paid to setting
  realistic, specific and measurable objectives.

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5. Lack of attention to planning principles cont

• Social marketing concepts should become more
  central to campaigns, which often mention this
  framework but do not integrate it into planning.
• Behavioural theories should be more actively
  applied to campaign designs.

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5. Lack of attention to planning principles cont

• Audience segmentation and research should be more
  central to the planning of campaigns.
• Communication strategies should be formulated
  based on better information about target
  audiences communication patterns.
• Better understanding of message design decisions
  is needed.
• A major thrust of campaigns should be altering
  the social and physical environment.
• Other researchers have drawn similar conclusions.

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Effectiveness Key Researchers

• Leslie B. Snyder
• Robert Hornik
• Charles Atkin

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THCU Services Resources
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THCUs Consultation Service

• Free to those working on Ontario-focused
  projects.
• Scope varies, depending on need
• Short training sessions
• Brief, one-time advice
• Review your work or product
• Hands-on assistance working through our step
  models
• Links to other sources of information and
  resources
• Consultation request form
• http//www.thcu.ca/consultation/request_form.htm
• Sample consultations http//www.thcu.ca/consultati
  on.htm

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Upon Request Workshops

• All of our workshops, are available upon request
  for groups as small as 30 and as large as 50
• Any coalition or agency can partner with THCU to
  host a workshop in their community
• We provide the facilitators at no cost and will
  work with you to help tailor, organize and
  promote the event
• Service request form
• http//www.thcu.ca/consultation/request_form.htm
• We require at least three months notice to plan
  and deliver a workshop

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Brought to you by THCU.

• Case Study Series
• Planning, evaluation, health communication
  http//www.thcu.ca/infoandresources.htm
• What Were Reading
• Recommended and summarized resources
  http//www.thcu.ca/infoandresources/WhatWe'reReadi
  ng.htm
• Literature search results
• Completed to support our client consultations
  http//www.thcu.ca/infoandresources/LitReviews.htm
  
• THCUs Online Learning Community
• Questions generated from our clients, answers
  generated by THCU and colleagues
  http//www.thcu.ca/blogs/lc/

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More by THCU

• Guide to French Language Resources
  http//www.thcu.ca/infoandresources/ressourcesenfr
  ancais.htm
• Changing Behaviours A Practical Framework
  http//www.thcu.ca/infoandresources/publications/C
  hangingBehavioursv4.3.nov30.2005.pdf
• Overview of Sustainability Workbook
  http//www.thcu.ca/infoandresources/sustainability
  _resources.htm

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THCU in collaboration with OHPRS

• Health Promotion 101
• This free, online course helps people familiarize
  themselves with essential health promotion
  concepts.
• http//www.ohprs.ca/hp101/main.htm
• Online Proposal Writing Course
• The purpose of this online course is to help both
  newbies and veterans prepare a coherent and
  effective proposal.
• http//www.thcu.ca/ohcc-thcu-proposal-w
  riting-course/
• Ontario Health Promotion Email Bulletin
• Information exchange among Ontario practitioners.
• Announcements and events distributed weekly.
• Feature articles are distributed every second
  week.
• The bulletins go out every Friday afternoon.
• www.ohpe.ca

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THCU on Health Communication

• Map of all health communication resources
  http//www.thcu.ca/infoandresources/health_comm_ma
  p.htm
• Developing health communication campaigns toolkit
• Buzz for Behaviour Change http//www.thcu.ca/infoa
  ndresources/publications/buzzarticlev1.02.pdf
• Audience profiles http//www.thcu.ca/infoandresour
  ces/audienceprofiles.htm
• Making the case (for health promotion
  initiatives)
• Strengthening personal presentations workbook
• Health communication message review criteria
• Interactive online campaign planner
  http//www.thcu.ca/infoandresources/ohc/myworkbook
  /login/login.asp
• Special update on risk communication
  http//www.thcu.ca/infoandresources/health_comm_ma
  p.htmrisk

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Health Communication resources Not ours, but
also good!

• HealthComm Key Searchable Database
  http//cfusion.sph.emory.edu/PHCI/Users/LogIn.cfm
  
• Free Range Thinking http//www.agoodmanonline.com
  /newsletter/index.html
• News and Views on Social Marketing and Social
  Change http//socialmarketing.blogs.com/r_craiig_l
  efebvres_social/2006/10/social_media_an.html

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Check-in reflection

• What are the most important learnings/messages
  you will take away from todays workshop?
• Reflection what activities and resources will
  you commit to learning more about planning?

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Other Online Resources

• Learning Community
• http//www.thcu.ca/workshops/learningcommunity/
• Critics Community
• http//www.thcu.ca/infoandresources/criticscommuni
  ty
• THCU Case Studies Tobacco Sales to Minors and
  Prevention of Fetal Alcohol Syndrome
• http//www.thcu.ca/infoandresources/
• Audience Profile Tweens
• http//www.thcu.ca/infoandresources/

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A big thank you to

• Ontario Ministry of Health Promotion
• Jodi Thesenvitz, Cathy Duerden, and Noelle Gadon
• Our workshop participants

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Disclaimer

• The Health Communication Unit and its resources
  and services are funded by the Ontario Ministry
  of Health Promotion. The opinions and conclusions
  expressed in this presentation are those of the
  author(s) and no official endorsement by the
  Ministry of Health Promotion is intended or
  should be inferred.