A Planning Guide to Social Marketing

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2011

Saravanan veeraiah

A planning guide to social

marketing



A PLANNING GUIDE TO SOCIAL MARKETING

COMPILED BY

SARAVANAN VEERAIAH

April 9, 2011

2 | P a g e

Social MarketingSocial MarketingSocial MarketingSocial Marketing ---- A 7 Step Approach A 7 Step Approach A 7 Step Approach A 7 Step Approach Education as a universal panacea

'Education', like grief counselling, has become the universal panacea of public

policy. If there is a problem of domestic violence, we will solve it with an

education campaign. The same applies to drink driving, lack of civic

participation, gun ownership, brain injuries, and so on.

But what is this thing called education? You can't buy it off a shelf. There's no

recipe book. You can't do a course in it.

We are not even sure that it works...a few years ago Social Change Media

carried out a consultancy for the Roads and Traffic Authority. We were askedto evaluate 20-odd evaluations of road safety campaigns. Every one of these

campaigns had been evaluated to be a success. But, funnily enough, the proof

of 'success' was whatever attitudinal change the campaign happened to

achieve, even if it was marginal.

Whatever 'education' is, it's not going to be easy. After all, 'education' is really a

misnomer - our aim is not to get people to KNOW MORE THINGS. We are trying

to get people to CHANGE WHAT THEY DO. Changing people's behaviour has

always been the most problematic enterprise in human affairs.

It's worth noting that many of the techniques and tools of 'education' have been

developed in the advertising and public relations industries. But these fields

have quite different goals to 'education'. Advertising, for instance, is mostly

NOT about changing behaviour. It's about changing brands. We still drink

beer...We still buy the car...We just buy a different brand of beer or car.

PR, on the other hand, has nothing to do with behaviour at all, it's is about

manipulating the media to project your interests into the public realm.

Social change marketing, however, looks beyond advertising and PR

techniques. It extends to things like community development, recruitment,training, infrastructure planning and more.

So...as a panacea 'education' is not only elusive, it's always going to be a

demanding and tough discipline.




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The 'engineered awareness' approach, before and after –

Even Making Health Communication Programs Work suffers from this. It is,

after all, not a manual for behaviour change...only on how to do the

communication bit.

What if the REAL obstacles to behavioural change are things other than

ignorance?

What if, people already KNOW plenty about the problem AND have a pretty

good idea what they should do and WANT to do it, but something else is

stopping them?

A 7 steps to social change

This worried me and so I spent a few months considering what it would take to

change my own behaviour. I came up with these 7 pre-conditions which can be

expressed as affirmations...




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Each one of these conditions is actually an obstacle, so you can think of this

model as a set of 7 doors...

Notice how 'education strategy' is now about clearing away obstacles rather

than awareness building.

Notice also that the educator or social marketer has the humble role of a door

opener, rather than a font of ultimate truth.

Elements of the model

This model allows us to identify which elements are already being fulfilled, and

so concentrate resources on the gaps.




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The seven elements are -

• knowledge

• desire

• skills

• optimism

• facilitation

• stimulation

• reinforcement

1. Knowledge/awareness

An obvious first step is that people must - know there is a problem; know there

is a practical, viable solution or alternative. This is important. People are

practical - they will always demand clear, simple, feasible road maps before

they start a journey to a strange place. identify the personal costs of inaction

and the benefits of action in concrete terms people can relate to (ie. they 'own'

the problem).

An awareness campaign aims to harness people's judgement.

2. Desire - imagining yourself in a different future

Change involves imagination. People need to be able to visualise a different,

desirable, future for themselves.

This is different to being able to recognise rational benefits.

Desire is an emotion, not a kind of knowledge. Advertising agencies understand

this well - they stimulate raw emotions like lust, fear, envy and greed in order

to create desire. However, desire can also be created by evoking a future life

which is more satisfying, healthy, attractive and safe.




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3. Skills - knowing what to do

Being able to easily visualise the steps required to reach the goal. This is notabout emotion - it is purely rational (it is what we have rationality for).

People learn skills best by seeing someone else do them. The best way to do

this is to break the actions down into simple steps and use illustrations to

make visualisation easy. It's amazing how many social marketing campaigns

forget this element.

4. Optimism (or confidence)

The belief that success is probable or inevitable. Strong political or community

leadership is probably an important ingredient of optimism.

I can't over-emphasise optimism. EPA research showed about 14% of the

population are disabled from environmental action by their sense of isolation

and powerlessness. If government and business are not leading by example,

who can blame people for sensing their individual efforts may be futile?

5. Facilitation - having outside support

People are busy with limited resources and few choices. They may need

accessible services, infrastructure and support networks that overcomepractical obstacles to carrying out the action.

If personal behaviour change is blocked by real-world obstacles (and it usually

is) then all the communications on earth will be ineffective. The role of an

'education' strategy might therefore need to be expanded to involve the

establishment of new services and infrastructure. This is why recycling has

been successful - we now have simple, quick, low-cost collection services which

make recycling easy.

6. Stimulation - having a kick-start

We are creatures of routine. Even with all the knowledge, desire, good will and

services in the world, there is still the inertia of habit to overcome.

Consciousness is the tool human beings use to overcome habit, but we are

unconscious most of the time. How can social marketers create moments

which reach into our lives and compel us into wakefulness?




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When I think of the moments which have compelled me to act, they are of two

kinds - either threatening (direct and personal, like an airport being proposed

in the next suburb; or a threat to my world-view like a terrible famine inSudan); or inspirational. The inspirational has always happened in a collective

context - a kind of inspirational mass conversion which is based on our human

social instincts (like the mass meeting where we make a personal commitment

or give an extra large donation).

So the stimulation could be an imminent threat (like a cost increase), a special

offer or competition (based on self-interest), or, better still, some communally

shared event which galvanises action (e.g. a telethon, a public meeting, a

festival).

7. Feedback and reinforcement

A host of voices, situations and institutions daily compel us to act in

undesirable, unhealthy and anti-social ways. These forces don't disappear just

because we've run a campaign. Effective social marketing is about continuous

recruitment and reinforcement of messages - with regular communications

which report back to people on the success of their efforts and the next steps

which are expected of them.

Many NGOs (CAA, Amnesty, Greenpeace etc) have learnt this lesson and devoteconsiderable resources to continuously feeding success stories and updates to

their contributors, as well as new calls for support and action. We need to learn

the same lesson and devote resources to celebrating people's successes (a

Waste-Not Week might be a useful focus).

The importance of empowerment

Empowerment is the feeling of confidence that you can be a cause of genuine

change. In practice, it's an elusive mixture of many ingredients - like skills,

optimism, leadership, belief and experience. Empowerment can be built in asocial marketing project by close association with your audience, even to the

point of taking directions from them.




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However empowerment is surprisingly fragile. It can easily be destroyed by

dishonesty or mixed motives. But it can also be destroyed by a well-meaning

social marketing project. Here is a cautionary tale -

970s, the $180m 'Mr Fit' health research program in the United States set outto determine how effectively professional intervention could reduce the risk of

heart attacks. 12,000 men in the high-risk group for heart attacks were

selected. Half were told that they had a high-risk of heart attack, but would be

the used as the control group. The others were provided with intensive medical

intervention - they were booked into cooking classes, fitness classes, family

counselling sessions and so on.

The result, after several years, took the researchers by surprise. The control

group improved their prognosis, while the intensively assisted group did less

well. The explanation is that the assisted group were disempowered by the

intensive intervention - they did not need to really take responsibility for their

lives, because a health professional was doing it for them!

A 7-step research methodology

To be useful, a 7 step approach needs to feed into a research methodology. We

need to figure out where the obstacles are (ie. which gates are closed) with a

given audience. Here is an example of the kind of research questions you could

ask, assuming that home composting was the goal of the proposed campaign.

Knowledge

STATEMENT: The best way to have great garden is to compost kitchen scraps

and lawn clippings.

Strongly agree/Agree/Neither/Disagree/Strongly disagree

Skills

STATEMENT: I know how to make a clean, odour-free home compost.





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Desire

STATEMENT: A home compost is part of a healthy, natural lifestyle.


Services

STATEMENT: I know where to find compost bins and advice on how to use

them.


Optimism

STATEMENT: I don't bother to compost because it won't make any difference.


Stimulation

STATEMENT: I don't compost because I'm too busy OR just not interested.


[There's no need to test for Reinforcement - it's a given!]

Serendipity

Not many social marketers suffer from hubris because they know their task istough and there are few unequivocal success stories out there. That's because

real social change is not made by marketers. It's made by history.

Social marketing in general, and the above 7 points in particular, represent a

rather pallid kind of mediated social change.




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Sustained social change is made by our natural responses to inspiring people

and great historical events and circumstances. It's impossible to fabricate the

inspirational factor of a Dalai Lama, a Cathy Freeman, or an Ian Kiernan. Or

the enormous national response to the government's failure to apologise to thestolen generations. Or the decisive national assault on firearm ownership in the

wake of the Port Arthur massacre.

Social marketers have always know that they must be alert to, and go with the

social flow. Engineers and managers, however, often don't appreciate this. They

expect that they can engineer change - but the truth is they can only influence

changes which are already occurring.

Educators therefore need to be alert, flexible and opportunistic for ways to

connect their campaign to social shifts and movements as they occur.




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STEP 1: Setting Objectives In this section you will be identifying the objectives that you want your

program to achieve.

You will:

• Describe the situation you want to change or the problem you

want to solve.

• Identify the specific actions you want people to take to help solve

the problem.

• Set measurable objectives that can help you monitor and evaluate your progress.

• Decide how you will measure the achievement of these objectives

1. Identify the problem(s) you want to solve or the situation you want to

change .

Examples:

The AIDS Peer Education Program was created to reduce the spread of AIDS among high school students.

Go Boulder was developed to reduce traffic congestion and air pollution

in Boulder City, Colorado.

Get in the Loop - Buy Recycled was developed to overcome languishing

retail sales of products with recycled content.

Quinte Regional Recycling was developed to address the high rate at

which landfill space was being consumed in the Quinte Region.

Tip: The more specific the problem, the easier it will be to work on.

2. Decide on the specific actions you want people to take to help solve

the problem




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Examples:

Quinte Regional Recycling put stickers on participants' Blue Boxes that

read: "We Compost Too."

The AIDS Peer Education Program wanted to increase both abstinence

and condom use among adolescents.

Go Boulder promoted a shift from single-occupant vehicle use to

alternative modes of transportation such as bicycles, public transit and

walking.

Get in the Loop - Buy Recycled wanted people to buy more recycled-

content products.

3. Determine baselines against which you can measure your

achievements .

Examples:

A literature review conducted by the AIDS Peer Education Program

revealed that although 50% to 75% of adolescents in Quebec used

condoms during their first sexual encounter, only 13% to 48% used them

consistently. Between 2.0% and 6.4% of these teenagers engaged insexual intercourse with an IV drug user.

Environment Canada and FCM have introduced a software package that

assists in the development of indicator programs. It includes a set of core

indicators and supports customized indicator programs developed by the

user. Indicator development guidelines are also provided. CD ROM is

contained in the publication Practices for Sustainable Communities.

In 1989 Boulder estimated that only 27 percent of daily trips involved

alternative transportation modes while 730 percent involved single-

occupant vehicles.

JEEP had seen demand for power increase from 6.3 MW in 1981 to 11.9

MW in 1991.




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4. Set measurable objectives that can help you monitor and evaluate

your progress .

Examples:

Nortel Networks set two measurable objectives:

To increase the percentage of non-auto trips from 12 percent to 15

percent by the year 2000, and to 25 percent by the year 2005.

To increase average auto occupancy from 1.12 to 1.3 persons per car by

the year 2000, and to 1.5 persons per car by the year 2005.

Boulder wanted to shift 15 percent of the trips from single-occupant

vehicles to the alternative forms of transportation by the year 2010.

JEEP wanted to overcome the trend toward increases and reduce

demand for power by 0.5 MW.

By the year 2000, Quinte wanted to be diverting 71 percent of its

residential waste stream from landfill. It also wanted to increase

participation in residential composting to 80 percent by the year 2000.

5. Decide how you will measure the achievement of these objectives .

Examples:

Students at Norway, Whitney and Lochside (Bike Smarts) schools took

surveys home for their parents to complete. This provided a "quick and

dirty" estimate of the impact of these programs.

The Roach Coach Project used a close-ended questionnaire administered

over the phone at the beginning of the pilot, and about six weeks after

the educational intervention.

In exchange for data on the sales of labelled products with recycledcontent, Get in the Loop - Buy Recycled provided retail partners with

mention in the program's paid advertising and public relations materials.

Each EcoTeam in the Global Action Plan program collected information

on the activities of its participants and then provided it to a central

database. This information was used to estimate the resource savings




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that each participant had achieved. The data were then available on an

individual, team, country-wide and program-wide basis.

Go Boulder was able to directly count the number of people who bought

transit passes.

Go Boulder had survey participants record their transportation patterns

using logbooks.

Quinte Regional Recycling tracked curbside lift counts, the weight of

waste going to landfill, the weight of Blue Box materials, and savings in

landfill costs, among other variables.




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STEP 2: De veloping Partners In this section you will be mapping out potential partners for your program.

You will:

• Identify the assistance that might be most helpful to you and the

potential disadvantages of partnerships that would be particularly

problematic.

• Decide whether or not you want to develop partnerships with

others.

• If appropriate, identify some potentially promising organizations toconsider.

A note to health promoters

1. Consider the potential advantages and disadvantages of working in

partnership with others .

Examples:

Get in the Loop - Buy Recycled received $600,000 of in-kind advertising

from local retailers in 1994-95. At that time, the program had engaged

the participation of 863 retail stores in Washington State, including the

major grocery chains. This enabled them to reach one quarter of the

state's population at the point when people were choosing whether to

buy products with recycled content.

A multi-sectoral project advisory committee was formed by The Roach

Coach Project to enhance the inclusion of public, business, government

and academic perspectives on pesticide use control methods.Green$avers home visits gained exposure and credibility from association

with such partners and programs as Natural Resource Canada and its

EnerGuide label.




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Portland found that cultivating relationships and partnerships with the

private sector is key to a successful program. These relationships built

more messengers to relate the message to a greater number of people.

If Your Program

A. Consider the types of assistance that would be most helpful to you:

sharing of financial and human resources

a greater pool of knowledge, skills, networks and other

resources to draw on

greater credibility and perceived importance of your message

more opportunities to reach more people more often with a

consistent message

B. Determine the disadvantages of partnerships that would be particularly

problematic for you:

• conflicting agendas

• time and other resources required to develop and support

the partnerships

• time involved in learning new skills to manage the

partnerships effectively

• more complex or longer approval processes

2. Decide if partnering is something you want to pursue further. If so,

proceed to step

3. List other organizations already promoting the changes you desire to

your audience .

Examples:HEADSTARTs public participation workshops began by asking

participants to identify the transport issues most important to them. This

information was tracked in two ways: (1) by total number of participants

mentioning each issue (across all workshops), and (2) by the number of

workshops at which each issue had been mentioned.




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RESOURCE ALERT: CMHC provides a variety of resources in support of

water efficiency, sustainable landscaping, climate change adaptation,

climate change mitigation, energy efficiency, sustainable transportation,

and waste reduction. For example, see Practices For SustainableCommunities, Household Guide to Water Efficiency, and Developing

Consumer Information on Sustainable Community Planning.

4. Brainstorm about possible partners who might provide the assistance

you need most.

Examples:

Aarhus enlisted local police to hand out Bike Busters pamphlets to

motorists for three days on three major roads.

Procter & GambleÕs Pampers division included the key Back to

Sleep message on their two smallest sized diapers in English,

French, and Spanish. They also created a promotional

door hanger, distributed the existing educational pamphlet to new

mothers through the majority of hospitals in Canada, and

promoted SIDS awareness through their own advertising

campaigns.

Schools (see Case Studies: AIDS Peer Education Program, Bike

Smarts, Go Boulder, In Concert with the Environment, Le ClubMillezinc, Norway Public School, Whitney Public School)

Churches and other religious organizations

Community associations (see Case Studies: The Clean Air

Commute, Global Action Plan)

Community health clinics

Governments (see Case Studies: BC21PowerSmart, Claremont, Go

Boulder, In Concert, Jasper Energy Efficiency Project,Peterborough Green-Up, QuinteRegional Recycling, We're Toxic

Free)

Foundations

Associations (see Case Studies: The Clean Air Commute)




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Utilities (see Case Studies: BC21 PowerSmart, Be Water Wise...,

Claremont, The Great Strathcona Exchange, Guelph 2000, In

Concert, Jasper Energy Efficiency Project, Pacific Gas and Electric,

Peterborough Green-Up, WaterSmart)Manufacturers (see Case Studies: Be Water Wise, Get in the Loop)

Local vendors (see Case Studies: Get in the Loop, Go Boulder, The

Great Strathcona Exchange, Guelph 2000)

Unions and professional associations (see Be Water Wise)

More on partnering with companies

Tip: Approach potential partners as early as possible in your planning process.

This enables them to contribute more and develop a stronger investment in

your mutual success.

More on Developing Partners

Partnerships between community-based organizations and for-profit

companies are particularly important. Corporations have long donated

funds and resources to a variety of charities. Sometimes, this takes the

form of "cause marketing", where part of an item's sale price is donatedto charity. Increasingly, corporations are using their philanthropic

resources even more strategically by entering into joint social marketing

campaigns with public and voluntary sector partners. As with any

partnership, the benefits to the companies must outweigh the costs and

risks involved. Some of the key benefits that companies often look for

include:

learning more about the company's target markets

enhancing employer-employee relations and contributing to workforce

productivity and effectiveness, by mobilizing resources around a popular

cause, and

enhancing corporate image and reputation, by responding to increasing

expectations consumers have regarding social responsibility.




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Paul Mattesich and Barbara Monsey of the Wilder Research Centre

(http://www.wilder.org) identified six categories of factors that support

successful partnerships:

There is a positive political social climate with a history of collaborationor cooperation, and partners are seen as leaders.

The members have mutual respect, trust, understanding, see

collaboration in their self-interest, have the ability to compromise, and

are diverse.

There is a process and structure with flexibility and adaptability,

ownership and buy-in, clear roles and guidelines, and multiple layers of

decision-making.

Communication is open and frequent, along formal and informal

channels.

There is a unique purpose, shared vision, and concrete attainable goals

and objectives.

Resources, including funds and skills, are sufficient.

A number of resources outline a staged approach to partnershipsdevelopment. The Wilder Foundation envisages five such stages.

In the first stage, individuals are brought together, develop trust, confirm

a vision and specify desired results.

In the second stage, organizational roles are defined and confirmed,

inevitable conflicts resolved, an organization evolves (staffing, structure,

roles, and resources), and individual members are supported through

communication, rewards, recognition, and involvement in decision-

making.

The third stage focuses on inter-organizational relations, wherein

partners manage the work, create joint system, evaluate, and renew.

The fourth stage reaches to the community where sustainability is

pursued, through creating visibility, involving the community, and

changing systems.




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The final stage involves ending the collaboration, including the creation

and use of appropriate ending rituals.

Note to health promoters:

Partnering is so fundamental to the health promotion values of inclusion,

collaboration, and multi-sectoral approaches that Health Canada includes

partnership development in its health promotion mandate.




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STEP 3: Getting Informed In this section you will be mapping out potential partners for your

program.

You will:

• Identify the areas you want to be more informed about.

• Decide about contacting others in your field and conducting a

literature review.

• Determine whether to arrange focus groups.

• Consider conducting telephone surveys.

1. Decide what information you will need in order to base your program

on a solid foundation .

Examples:

In 1989 Boulder estimated that only 27 percent of daily trips involvedalternative transportation modes while 73 percent involved single-occupant

vehicles.

Go Boulder identified potential barriers for specific target audiences. For

example, one of the key factors discouraging business people from taking the

bus was their concern about how they would get home if they had to work late

or were in an emergency situation.

Get in the Loop - Buy Recycled found that far fewer people were actually

buying recycled-content products than had been predicted on the basis of

purchasing intentions. A telephone survey identified five main barriers that

were preventing people from taking action: price, quality, low consumer

awareness of product availability, consumer cynicism about environmental

claims, and an unwillingness to put much effort into locating the products.




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JEEP had seen demand for power increase from 6.3 MW in 1981 to 11.9

MW in 1991.

JEEP wanted people to purchase and install energy saving devices.

Research had revealed that in the short run residents were unlikely to makethe purchases without some sort of incentive.

Quinte's participation in residential composting was 34 percent in 1992.

Tip: You may need to cut corners if you are limited by time or other

resources. Tips are provided to help you do this. However, we strongly advise

you to include this critical stage in your planning process, so you can identify

the key barriers to change. Otherwise you may find that you are unable toachieve your desired results.

Tip: Use your hunches to help come up with potential areas worth

looking into. Then collect objective data.

Tip: Once you have determined your target audience, you may want to

re-visit this section and further tighten the focus of your information search.

(see Targeting the Audience)

Your Program

Type in the key information for as many of the following as you can. Then

use the check boxes to identify the remaining information gaps you want to fill.

Once you have found the missing information, enter it here. Your community`s

current level of participation in the activity

• Related use of resources by your community

• The levels of change in participation and resource use that others

have achieved

• Circumstances in your community that may affect your ability to

achieve similar results

• The size of the population you wish to impact




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• The projected size of the population (use the same time period as

for your objectives)

• Other organizations already promoting the changes you desire to

your audience

• Other organizations promoting competing alternatives to the

changes you desire

2. Contact others working in your field and conduct a literature search

of relevant articles and reports

Examples:

A literature review conducted by the AIDS Peer Education Program

revealed that although 50% to 75% of adolescents in Quebec used condoms

during their first sexual encounter, only 13% to 48% used them consistently.

Between 2.0% and 6.4% of these teenagers engaged in sexual intercourse with

an IV drug user.

Get in the Loop - Buy Recycled found that far fewer people were actually

buying recycled-content products than past surveys had predicted. They

identified approaches that others had tried in the past to make the products

easier to find; none seemed to have had much effect on purchases. This

information helped them design a survey that got to the root of the issue,

probing why people were not buying more of the products. They also obtained

detailed information on how people needed to be informed about product

availability.

JEEP wanted people to use power saver cords for car block heaters. They

learned that a program in the Yukon had been successful in selling the cords

but that most of the cords had not been installed or had been installed

incorrectly - apparently because customers had been expected to perform the

installation themselves.

Previous to the Marley Station Mall pilot, two studies had shown that a

simple low-cost sign could result in statistically significant increases in stair

use by adults. However, the effects lasted for only one month after the signs

were removed, and returned to baseline levels three months after the signs

were removed.




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An excellent summary of academic articles covering community-based social

marketing approaches can be found at: http://www.cbsm.com (Note: go to the

Articles section)

Your Program

Note other individuals and organizations working in your field that might

be worth contacting.

List some of the key words to use when searching databases or the

Internet, and when asking others for help.

Jot down some of the libraries and databases that might be worth

checking.

3. Explore the attitudes and behaviours of your community regarding

the activity .

Examples;

Turn It Off was designed on the basis of previous focus group and

telephone research. In addition, it held three focus groups to explore awareness

and knowledge levels and to obtain feedback on the proposed strategies and

communications materials for the program.

Get in the Loop - Buy Recycled decided that they had enoughinformation to go directly to the telephone survey (step 4). Then, one year later,

they ran focus groups to get more detail on the attitudes and concerns

underlying people's responses to the telephone survey. At the same time, they

were able to gauge reactions to aspects of the program they had been putting in

place.

Nortel Networks conducted a comprehensive on-line survey of the

employees at its existing Ottawa campus. That survey consisted of about 50

questions on topics such as: home location, distance traveled to work, regular

transportation habits, opinions on various alternatives, receptivity to tryingalternative commuting methods, potential barriers and motivating factors.

A promotion, a year later, provided employees with a coupon redeemable

for a free transit pass and a mini-questionnaire for gauging commuting habits.

Bert the Salmon conducted focus groups after a survey, to explore its

target audience in greater detail. The research showed that while the target




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group was interested in behaving in a responsible way, it was not receptive to

learning complex lawn care techniques, nor to doom and gloom messages.

Your Program

Consider having focus groups organized. What resourcing options are

available to you? Staff? Volunteers? A consultant?

4. Conduct a telephone survey with a random sample from your target

population.

Examples:

Beginning in 1994, AT&T conducted annual telework participant

surveys.

Before implementing its work-based outreach program, Enviros / RIS

staff interviewed 25 senior executives at companies across Canada to test the

strategy; it was essential that the program have private sector support. The

interviews identified a short, 2-hour workshop as the best method to access

Canadians and raise awareness on the climate change issue. The endorsement

of the employer was considered an important message to give to employees.

Bert the Salmon found its target audience through a poll of 400 Seattle

area residents. The poll determined that male homeowners from 25 to 54 years

of age with a household income of $30,000 or more were most likely to own alawn that they cared for themselves.

Get in the Loop - Buy Recycled had a consulting firm call the primary

shopper in 800 households. This survey identified five main barriers that were

preventing people from taking action: price, quality, consumer awareness of

product availability, consumer cynicism about environmental claims, and an

unwillingness to put effort into locating the products.

The survey also revealed that most consumers wanted to learn about

product availability at the store - not through other methods such as 1-800numbers and directories.

Your Program

Arrange for someone with a strong background in survey design to help

draw up the survey, arrange for people to make the phone calls and provide

them with clear instructions, and arrange for someone with a strong




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background in statistics to analyze the data, OR arrange for a consultant to

prepare, conduct and analyze the survey.

More on Getting Informed, and other research methods

This Planning Guide offers a simple, tried and proven, two-step method

involving focus groups and surveys. Focus groups are qualitative approaches to

gathering data and information - they are useful for raising questions,

surfacing diverse points of view, examining social dialogue around an issue,

digging under the surface of the issue, and seeing the range of responses.

However, like all qualitative research methods, they are limited in what they

can tell you about the relative importance, frequency, and consistency of the

factors you are researching.

Such methods just involve too few people, and the samples of people who

participate are not necessarily representative of your broader audience.

That is why surveys are suggested as a follow-up step. They are often

used to confirm and quantify suggested findings or directions from focus

groups or other qualitative research approaches. Surveys come in many shapes

and sizes - they can be done face-to-face, by mail, by phone, or electronically.

We recommend random-sample telephone surveys because 1) they usually get

a high response rate, 2) they allow you to do a short "refusal survey" with thosewho do not agree to participate, 3) they are likely to provide a representative

sample, and 4) they are likely to yield statistically relevant results (i.e. ones you

can have confidence in) if administered properly. They also tend to be quite

cost-effective.

In addition to this two-step approach to audience research there are

other methods you might consider.

In-depth interviews enable you to probe in great depth, explore emotional

or sensitive issues, understand "hard to reach" audiences, and work with thosewith limited reading/writing skills. On the other hand, in-depth interviews are

time-consuming to conduct and analyze and therefore expensive. They also

share the limitations of all qualitative methods (see the note on focus groups,

above).

Central location intercept interviews are generally short structured

questionnaires administered to passers by in a public place selected at random




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by the interviewer. Being quick, a large number can often be completed quite

affordably. However, there is some selection bias in the sample, since only

those willing to cooperate at first attempt are interviewed, and any public place

will attract some groups more than others.Self-administered questionnaires are not recommended in most

situations. They can be completed by mail and, increasingly, by touch-tone

telephone or computer. Thus they can be quick, anonymous, and reach

difficult to access groups. On the other hand, getting a good response rate from

such surveys can be onerous, there is a significant self-selection bias, and they

may not work well for those with limited reading skills.

Yet More on Getting Informed

Guide to Fostering Sustainable Behavior http://www.cbsm.com (Note:go to the Guide, then select the section on Uncovering Barriers to Behavior) An

introduction to literature reviews, focus groups and survey design, specifically

geared for community-based social marketers




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STEP 4: Targeting the Audience In this section you will decide on your target population - the group(s) of

people you most want to reach.

1. Consider the group(s) of people you might focus on.

Examples:

Bert the Salmon targeted male homeowners from 25 to 54 years of age

with a household income of $30,000 who were most likely to own a lawn that

they cared for themselves.

Focus groups and telephone surveys indicated that drivers were most

likely to idle their engines when warming up their vehicles, waiting to pick

someone up, or doing an errand. For simplicity in delivering the program, Turn

It Off strictly targeted those drivers who idled their vehicles while waiting to

pick someone up.

The Montreal 2000 Electric Vehicle Project focused on commercial and

industrial fleets.

The AIDS Peer Education Program was designed for high school studentsaged 13-14, and recruited volunteer peer educators aged 15-16.

Your Program

What groups are not doing the desired activity, or are not

doing it as often or as thoroughly as you would like?

What groups are discouraged or prevented from doing the

desired activity by a common barrier that you can help them

overcome?

Do any of these groups have something in common that will

help you reach them?

What groups would be the most receptive to making the

desired changes?




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What group would benefit the most from the desired

changes?

At what stage in life, purchasing cycle, exposure to others affected by the

problem, or other critical times might people be most receptive to making thechanges?

2. Choose your target audience .

Tip: Now that you have determined your target audience, you may want to re-

visit the section on Getting Informed, to further tighten the focus of your

information search.

Your Program

Go back to your answers above and check off a few groups on which to focus.




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STEP 5: Choosing Tools of Change In this section you will identify Tools of Change that might assist your

program in achieving its objectives.

You will:

• Consider how to motivate people to make the desired changes.

• Choose ways to help them remember to do the new actions.

• Find ways of making it easier for people to take each next step.

• Decide how you will build motivation and social momentum over

time.

• Create an effective marketing mix by carefully choosing

appropriate combinations and sequences of the tools.

For a definition of each tool and tips on when to use it, see the Tools of Change referred to below.

Note for Health Promoters

1. Decide how you will motivate people to start doing the activity.

Examples:

Resource Alert for Canada and the U.S.A.: Considering offering a

consumer and/or sales-person incentive program? Canadas EnerGuide for

Household Appliances Program, and the US Energy Star Program can help youidentify eligible (more energy efficient) appliances.

Women who due to physical, financial, emotional or other circumstances

were considered to be at particularly high risk were offered an initial home visit

by the Montreal Dietary Dispensary.




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We're Toxic Free used a simple, non-confrontational questionnaire to

engage residents. Of the people they approached in this manner, 6 out of 10

agreed to participate further.

The AIDS Peer Education Program engaged students to influence slightly younger students.

2. Choose ways to help people remember to do the action.

Examples:

The Get in the Loop - Buy Recycled campaign used "shelf talkers" to

identify specific recycled-product choices on the store shelf. A "shelf talker" is a

simple marker placed on the edge of a standard retail shelf, below the product.

Many waste reduction programs have successfully promoted recycling bymaking it easy to put recyclables at the curb for collection at the same time as

garbage. In addition, Quinte Regional Recycling linked composting with

recycling by putting decals on people's Blue Boxes that said, "We compost too."

The Montreal Dietary Dispensary encouraged clients to drink sufficient

milk to feed their baby. To reinforce this habit, women were encouraged to

write B for baby on bottles of milk.

At Marley Station Mall, a sign was placed on an easel beside the

escalators, to remind people to take the stairs.

3. Find ways to make it easier for people in your target groups to take

each next step.

Examples:

The AIDS Peer Education Program provided students with specific strategies for

maintaining abstinence or regular condom use.

Go Boulder decided that it was cost effective and critical to build more

bikeways, as well as overpasses and underpasses for bikes and pedestrians,

gradually over a number of years. To make their business transit pass more

attractive, a Guaranteed Ride Home program was devised.




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The Environment Networks starter kit for household hazardous wastes

(HHW) contained samples of non-toxic cleaning products - a toilet bowl cleaner,

dishwashing soap and cream cleanser. It also included an information card

and reminder decals provided by the Environmental Hazards ManagementInstitute. The decals - to be placed on hazardous waste products in the home -

suggested what to do with them ("use up," "recycle" or "save" for proper

disposal at the HHW depot). During the visits, several decals were placed on

products in the home.

Peterborough GreenUp provided ongoing workshops on sustainable

gardening, and left residents with a list of repair and retrofit priorities.

4. Decide how you will build motivation for continuing the action, and

sustain momentum over time.

Examples:

Follow-up meetings provided ongoing support for clients at the Montreal

Dietary Dispensary. Every time a client visited the center, she received a ticket

for a monthly prize draw. Women also had access to knitted baby wear and

hair styling donated by volunteers. These approaches helped keep dropout

rates as low as 5%.

Go Boulder arranged for an average of two stories each month in the

local newspaper, featuring stories of individual success and communityparticipation. Five video presentations were run repeatedly on the community

television channel. Additional feedback was provided through promotions,

special events and presentations to community organizations.

Those employees participating in The Clean Air Commute pilot, who had

undertaken an activity that they were already accustomed to doing, were asked

to commit to an additional activity for the three-month period. Those who had

undertaken a new activity were asked if they would be willing to extend this

behavior for the same period.

Many waste reduction programs have successfully promoted recycling by

making it easy to put recyclables at the curb for collection at the same time as

garbage. In addition, Quinte Regional Recycling linked composting with

recycling by putting decals on people's Blue Boxes that said, "We compost too."




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Your Program

Check on the appropriate box below Make a link to actions that people in your

target groups are already doing

• Recognize and reinforce their current motivation regarding

related actions and issues, and

• Involve them personally in further steps -- see the Tool

Building Motivation Over Time.

• Obtain an oral or written commitment to take the desired

action -- see the Tool Obtaining a Commitment

• Increase the visibility of participation -- see the Tool Norm

Appeals

• Enhance word-of-mouth communication of your participants

involvement, enthusiasm, and benefits gained -- see the Tool

Word-of-mouth

• Provide recognition and feedback -- see the Tool Feedback

5. Select the communication channels and vehicles you will use to reach

your audience

Examples:

Your Program

• Home Visits

• Mass Media

• Neighbourhood Coaches and Block Leaders

• Peer Support Groups

• School Programs that Involve the Family

• Work Programs that Influence the Home




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Note for Health Promoters

These tools support the development of Personal Skills, Healthy Public

Policy, Community Action, and Supportive Environments. They are closely tied

to theories of individual and social change which social marketers draw upon.




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STEP 6: Financing The Program 1. To ensure that your program will continue operating over time, design

it to pay for itself.

Examples:

• Calgarys Commuter Challenge raised over half of its budget

through registration fees of $1 per employee, paid by participating

organisations.

• Go Boulder's transit pass program, once set up, took a minimum

of resources to maintain on an ongoing basis.

• Claremont interested a local Boy Scout troop in providing their

home visits.

• The Great Strathcona Exchange tied theirs into Environment

Week.

Tip: See Developing Partners.

Tip : See the Tool Building Motivation Over Time .

Tip : Business managers often use two key measures to help determine if a

project should receive funding. The first is the payback period, which is the

amount of time it will take for the benefits of a project to pay for the investment

made. The second is return on investment (ROI), which assesses the value of

the project benefits compared to the project costs. The question is: Where can

the organization's money be placed in order to get the most "bang for the

buck."

Tip: See Measuring Achievements.

Tip: What costs would your program save? Can you show a direct and

profitable link if you achieve your objectives?




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Your Program

Put a checkmark beside each of the following that would work for your

program, then go back and fill in the text entry boxes for each option you have

checked.

• Assess the value of and charge for the promotional opportunities

you provide (coupons, demonstrations, referrals, advertising,

public relations opportunities). What other promotional

opportunities could you offer?

• Assess the value of and charge for the products and services you

provide. What other products and services would add value for

your participants?.

• Obtain funding from partners who benefit from your program or

who want to encourage what you are doing.

• Choose low cost/low maintenance/high impact program activities.

• Tie program activities to ones already being carried out by your

organization and its partners, such as Scout badge programs and

annual festivals.

• Establish partnerships with program delivery organizations, such

as service clubs and community associations, who can offervolunteer labour on an ongoing basis.

• Provide leadership as well as other volunteer opportunities to

encourage participants to help carry out the program.

• Measure the achievements of your organizations and your partners

objectives, compare the benefits with the costs.




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STEP 7: Measuring Achievements In this section you will map out ways of monitoring the achievement of

your objectives to ensure that your program stays on track. This will also help

you improve your program on an ongoing basis, and justify requests for project

funding.

You will:

• Consider the use of pilot testing.

• Decide what measures to monitor frequently.

• Select the ones you will measure only at major milestones.

• Consider setting up a control group.

Note for health promoters.

1. Whenever practical, pilot test your program before implementing it widely.

Examples:

A few years prior to the development of its formal telework initiative, AT&T

conducted a few, localized telework pilot projects in three regional offices.

The approach used in the Action by Canadians and Count Me In!

programs were first pilot tested at one company.

When Go Boulder first introduced its Guaranteed Ride Home, it pilot-tested it with a small number of companies. No limits were set on its use so

that any possible abuses would become apparent. Similarly, its student transit

pass was first introduced at the University of Colorado on a one-year trial

basis.




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The Environment Network pilot tested its starter kits with 150

participants.

Your Program

What groups or locations are available for pilot testing your program?

Which of the measurement methods that you listed in "Setting

Objectives" would be appropriate for such a pilot?

2. Decide what measures you will monitor frequently to ensure that your

program stays on track.

Examples:

In The Clean Air Commute pilot, results were collected by the coordinatorand marked on a display at the end of each month.

On an ongoing basis, JEEP monitored energy outputs at the local power

plant and estimated energy savings using information from home visit reports.

Quinte Regional Recycling continuously tracked curbside lift counts, the

weight of waste going to landfill, and the weight of Blue Box materials.

Your Program

Which of the measurement methods that you listed in "SettingObjectives" could you use frequently or on an ongoing basis?

3. Choose the measures you will track less frequently, e. g., at major

program milestones.

Examples:

The AIDS Peer Education Program used a self-administered

questionnaire completed by 70 students (70% of participants) both before and

after the intervention.

Two and six months after the ABC / Count Me In! workshop, each

participant was contacted by email to report on their progress. Alternative

methods of communication were available for those without email.




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Go Boulder conducted a Biennial Diary Study, for which 1,000 residents

kept a log of their travels for a randomly assigned day in the second week of

September. Six years of data on the progress of the program had been

accumulated by 1995. Similar studies were undertaken with employees, whowere asked to record their travel habits for a full week.

When employees arrived at work on the day of The Clean Air Commute,

they marked the activity they undertook on a chart. Pollution Probe collected

the charts and tabulated accumulated points. A telephone survey was

conducted at the end of the Clean Air Commute pilot to collect information on

clean commuting practices undertaken by members of each of the groups

during the three-month period. Respondents were also asked about their

intentions for repeating these practices the following summer.

Your Program

Which of the measurement methods that you listed in "Setting

Objectives" could you use on a less frequent basis?

4. Wherever possible, make use of control groups & randomly selected

groups of people who were not exposed to your program or, at least, not

to the parts of it that you are planning to monitor. This helps filter out

background changes and influences so that you can be more confident in

measuring the changes that are actually a consequence of your program.

A less reliable alternative is to compare resource use and/ or people's

actions before and after implementing your program.

Examples:

AT&T conducted annual telephone surveys to measure teleworking, randomly

sampled with a good representation of company employees. From the collected

survey results, AT&Tcompared the overall changes, year over year, in the

various aspects of telework.

The AIDS Peer Education Program used a control group of 74 studentsattending another high school in another city. The comparison group received

the same questionnaire with no intervention. For ethical reasons, the peer

educators later visited these students and provided the presentation.




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Of the seven companies which agreed to participate in The Clean Air

Commute pilot, three were randomly assigned to serve as a control group.

The Environment Network randomly selected one hundred households

that had already received a Green Home Tune-Up; 50 received a sustainablelandscaping kit, 50 received a household hazardous waste kit. A third group of

50 residents who had participated in the Green Home Tune-Up program were

randomly selected as a control group, and received neither kit.

Tip: Plan how you will select your control group before you engage

participants, or you may find it difficult to find the control group you need.

Your Program

How might you set up a control group for your measurements?More on Measuring Achievements

Guide to Fostering Sustainable Behavior

http://www.cbsm.com

(Note: go to the Guide, then select the section on Design and Evaluation)

An introduction to design and evaluation, specifically geared for

community-based social marketers.

Resource Network on Outcome Measurement

http://edayofaction.com/Outcomes/

(A good source of information on how and why to measure outcomes.)

Note for health promoters:

Measuring achievements is key to evidence-based practice and is the

final stage in prominent social marketing models.




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Case studies




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Health 20/20 The Way to Clean Air 20/20 The Way to Clean Air involved individuals in the Greater Toronto Area in

reducing home energy use and vehicle use by 20%. It asked participants to

make a small commitment (some easy-to-do activities done for a period of two

weeks), leading to a larger commitment (longer-term, greater cost savings

actions), and connected them with programs and services that helped them

succeed.

Background

In November 1999, Toronto Public Health contracted a social marketing firm -

Eric Young Enterprise (E.Y.E.) - to develop a strategic framework for its

education program on smog and air quality. The goal was to identify a strategy

for Toronto Public Health to conduct risk reduction and smog reduction

activities and to create a platform for long-term change on air quality. E.Y.E.

developed the brand for the 20/20 The Way for Clean Air program in 2000.

The strategic framework, completed in March 2000, outlined the components of

a social marketing campaign whose focus was to engage residents, both at the

individual and collective level, in taking actions to reduce air pollution. Drivingthe public to partner programs and services was also key. A planning guide

(the 20/20 Planner) was envisaged, with a Connector section to link

participants to service providers that would help them achieve their 20%

energy reduction goal.

Setting Objectives

20/20 hoped to:

Involve 20 corporate participants in the GTA to become a 20/20

workplace by 2005.

Involve 500 schools in the GTA in its EcoSchools partnership program by

2010.

Deliver 150,000 20/20 Planners to households across the GTA by 2010.




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Achieve 30% home energy use reduction per participating household by

2020.

Achieve 20% vehicle use reduction per participating household by 2020.

Getting Informed

Toronto Public Health contracted Cullbridge Marketing and Communications to

conduct a best practices analysis. This analysis, completed in January 2001,

outlined a series of energy reducing activities for the 20/20 program, both for

the home energy use and personal vehicle use components. These included: 1)

home energy audits, 2) insulation, 3) weatherization, 4) home thermostat, 5)

lower-income housing, 6) water heater thermostat, 7) lighting, 8) walking andbiking for adults, 9) walking and biking for school children, 10) transit, 11)

work-based carpooling and 12) school-based carpooling

The development of the 20/20 Planner and 20/20 EcoSchools Planner (a

student-focused version of the 20/20 Planner) built on these energy-reducing

activities, targeting residents and schools respectively.

In 2000, Toronto Public Health worked with E.Y.E. to develop a living lab

exercise to test out draft materials with 20 families across the Greater Toronto

Area. Participants received incentives and regular telephone support from the

five health units in the regions of York, Peel, Halton, Durham and Toronto. To

further test and refine the program, Toronto Public Health hired a team led by

Lura Consulting to pilot the program with 250 families in Toronto and Peel

Region.

The living lab and pilot, completed in May 2002, indicated that a 20% energy

goal was achievable. These studies confirmed the barriers and opportunities for

behavioral change that were identified in the best practices analysis, including

the need for: 1) a comprehensive resource to guide actions, 2) some form of

follow-up/reminder to participants of their action, 3) incentives to take action,4) making a pledge for action, and 5) having measurable results.

The studies also suggested that 20/20 needed to be promoted to a wider

audience, enabling a much larger number of people to find out that the

program and support was available. Other recommendations included: 1)

providing on the ground support to priority neighbourhood, 2) making basic

information about home energy-savings opportunities easy to access, 3) the




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need for a simple information kit for participants, 4) providing easy-to-use

tracking tool and incentives for participants, and 5) partnering with local

service providers such as Green$aver and Pollution Probe to deliver a work-

based initiative.Targeting the Audience

20/20 in general residents in the Greater Toronto Area, including those living

in multi-unit residences

20/20 workplace companies in the Greater Toronto Area interested in

promoting energy efficiency to their employees

20/20 EcoSchools, predominantly Grade 5 classrooms in elementary schools

20/20 community pilot selected neighbourhoods, whose first language is notEnglish

Delivering the Program

20/20 was officially launched to the general public in June 2002. It introduced

its workplace program at the end of 2002 and the schools program in 2003, as

a pilot with the Toronto District School Boards EcoSchools initiative. The

regional health units contracted the Clean Air Partnership to coordinate the

program throughout the GTA at the same time. They also set up a Regional

Steering Committee composed of 20/20 staff from the five regional health unitsto oversee the implementation of the program across the GTA. In 2005, 20/20

partnered with community groups to bring the program to multi-ethnic

communities. A small-scale advertising campaign also took place in 2003 and

2004.

The 20/20 Planners went through several revisions to include updated

information from program partners, prize draws, activity tracking/feedback

forms, and energy saving tips for tenants and condo owners. 20/20 developed

a new teacher's guide in 2005 to accompany the 20/20 EcoSchools Planner,

outlining the program links to curriculum.

By the summer of 2005, the program had reached over 20 workplaces, 70

schools across the Greater Toronto Area and over 14 communities bringing the

20/20 program to residents whose first language is not English. More than

10,000 Planners, per year, in total were distributed in the Greater Toronto Area

and beyond.




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Distribution and promotion of the residential 20/20 Planner :

The general public could order a free copy of the 20/20 Planner (Overcoming

Specific Barriers) by calling a hotline. 20/20 promoted the hotline through the

20/20 point of contact brochure, advertising in the media electronic bulletinboards, and printed articles in magazines and commuter papers (Mass Media).

Participants could also download the Planner from the 20/20 program web site

or sign up at 20/20 displays at public events (e.g., Environment Days, Smog

Summit Fresh Air Fair, Bike Week, Earth Week, and Clean Air Day).

20/20 encouraged participants to complete and return a feedback form

indicating the type of energy use activity they would do, both in a Stage One,

two-week period and beyond (Building Motivation Over Time), and be entered

into a draw for some prizes (Incentives).

On receiving the feedback form, 20/20 sent participants a welcome letter, a

window decal, and energy saving plugs/shoelaces/fridge magnet to remind

them of their commitment to energy use reduction (Norm Appeals, Prompts).

20/20 workplace program :

20/20 partnered with Green$aver, Pollution Probes S.M.A.R.T. Movement

program and the Smart Commute Association to bring energy efficiency to

companies across the Greater Toronto Area (Work Programs). Each company

that signed up for the program received a welcoming package, filled withinformation to help the workplace coordinator communicate the program to its

employees.

20/20 also worked with the participating workplaces to organize lunch and

learn events and education displays where employees could sign up for their

free copy of the 20/20 Planner.

20/20 EcoSchools program :

20/20 partnered with the Ontario EcoSchools initiative to bring the 20/20

Planner (revised for student use and called the 20/20 EcoSchools Planner) toteachers and their students. Staff from the regional health units worked with

local school boards to invite teachers to participate in the program. 20/20

focused predominantly in Grade 5 classrooms where energy conservation is a

curriculum requirement for this grade. 20/20 also encouraged schools in the

Greater Toronto Area to tie the 20/20 EcoSchools program to annual




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environmental events such as Earth Week in April, Clean Air Day in June and

International Walk to School month in October.

Incentives for participating schools in the Greater Toronto Area included: 1)

monthly pizza lunch prize draw for classroom and, 2) opportunity to win a"clean air" presentation by a Clean Air Champion. Participating classrooms also

received a colourful child-focused poster with stickers. Schools that registered

a minimum of three classrooms also received an attractive school banner.

Students of the participating classrooms received copies of the 20/20

EcoSchools Planner to take home to their families (School Programs that

Involve the Family). A teacher's guide was also sent to the teachers outlining

instructions for participating, curriculum connections, and additional

resources to enhance the 20/20 program in the classroom.

Schools outside of the Greater Toronto Area could also download the 20/20

EcoSchools Planner and the teachers guide from the 20/20 program web site.

20/20 community pilot :

20/20 partnered with local community agencies to deliver the program to

selected communities who first language is not English. Participating

communities translated 20/20 materials, including part of the 20/20 Planner

to different languages, including Spanish, Chinese, Tamil, Punjabi and Arabic.

The 20/20 Planner also included energy saving tips for people living in multi-units residences thus expanding the reach of the program (Overcoming Specific

Barriers)

Financing the Program

20/20 received funding from the Toronto Atmospheric Fund, the Climate

Change Action Fund, Environment Canada Ontario Region, Ontario Ministry of

the Environment, Ontario Ministry of Energy, TD Friends of the Environment

Foundation, and the EcoAction Fund in the development and implementation

of the program. Many program partners also provided in kind supportthroughout the course of the program.

Measuring Achievements

In the spring/summer of 2004, Toronto Public Health conducted a participant

survey to assess if program participants used the 20/20 Planner (the programs

central resource) to achieve reductions in energy use and to determine the




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specific actions that they were taking. This information was used to quantify

the emissions reductions related to the energy saving activities undertaken by

the participants. The study involved two surveys.

Survey #1 targeted program participants who ordered the 20/20 Planner andreturned their activity tracking/feedback forms. The main objectives of this

survey were to find out whether these individuals had done the longer-term

activities to which they committed and, if not, what the barriers to success had

been.

Survey #2 targeted program participants who had ordered the 20/20 Planner,

but had not sent back their activity forms. The objectives of this survey were to

find out why the participants activity tracking/feedback forms were not sent

back, and whether they were in fact engaged in the program.

Emissions reductions were calculated based on self-reporting of activities by

participants. The amount of emissions reduced for each activity was assigned a

value based on models that predicted estimated transportation emissions per

passenger per kilometer traveled, and home energy use based on typical

housing stock in Canada.

The results of the two surveys were as follow:

An average of 19% reduction in home energy use per household (20% from

participants who returned their feedback forms and 18% from those who did

not).

An average of 15% reduction in vehicle km traveled per household (13% from

participants who returned their feedback forms and 16% from those who did

not).

An average of 1.2 tonnes emissions reduction (mainly CO2) per household per

year (1.3 tonnes from participants who returned their feedback form and 1.1

from those who did not).




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Contacts

Jill McDowell, Health Promotion Consultant

Toronto Public Health

277 Victoria Street, 7th Floor

Toronto, ON M5B 1W2

Phone: 416-392-4882

Fax: 416-392-7418

[email protected]

For more information about the 20/20 The Way to Clean Air, call the 20/20hotline at 416-392-2020 (toll-free 1-866-583-2020) or visit the program web

site at www.toronto.ca/health/2020

For step-by-step instructions in using each of the tools noted above, to review

our FULL collection of over 90 social marketing case studies, or to suggest a

new case study, go to www.toolsofchange.com

Notes

Concluding Thoughts

Partnerships were key to the success of 20/20 The Way to Clean Air. Linking

with strong programs in the schools (such as EcoSchools), transportation

partners in the workplace (S.M.A.R.T. Movement), and on-the-ground

community groups, enabled the campaign to reach a diversity of families with

meaningful messages.

Involvement of neighbouring health units brought credibility to the campaign

that helped 20/20 build trust with the communities and residents in the

region.

Offering households the flexibility to choose the level of participation helped the

campaign evolve into one that reached a variety of families with difference

economic and cultural backgrounds.




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Behaviour change is incremental and happens over time. Contributions (from

smallest to largest) of each participating household add up over the years into

meaningful emissions reductions on a collective level.




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Climate changeClimate changeClimate changeClimate change Compact Fluorescent Lamp Vendor Program

Southern California Edison, an American electric utility, reduced the price barrier that

discouraged its residential and commercial customers from utilizing compact

fluorescent lamps (CFLs) rather than the less energy-efficient incandescent bulbs.

Unlike traditional rebate programs that offer discounts directly to the consumer, the

utility offered rebates of $5 per lamp to manufacturers of CFLs. The discount was

amplified through the retail mark-up process, becoming even greater by the time it

reached the consumer. This model was subsequently adopted by other utilities across

the country.

Background

Southern California Edison (SCE), a subsidiary of SCEcorp., was the second-largest

electric utility in the United States at the time of the program, serving over 4.1 million

customers in central and southern California. Its service territory was home to over 11

million people. Between 1973 and 1994, SCE was one of the nations leading utilities

in demand-side management (DSM) activities, designed to encourage customers to

modify their level and pattern of electricity usage. SCE spent almost $1.2 billion on

DSM programs during this period.

Within SCE's service territory, there were over 100 million light sockets that were

targeted by DSM programs aimed at delivering more efficient lighting. A study

conducted in 1994 by the American Council for an Energy-Efficient Economy found

that although compact fluorescent lamps (CFLs) used one-third to one-fourth the

energy of incandescent bulbs, they were used in less than 2% of the countrys sockets.

This lack of use was primarily due to price, as at that time CFLs cost as much as 10 to

30 times more than incandescent bulbs. Previous approaches for encouraging the use

of CFLs, such as direct installation, failed to achieve lasting market transformation,

leading SCE to seek out new approaches.

After conducting a pilot program testing different methods of reducing the price of CFLs for residential customers, SCE decided that the most effective approach was to

offer rebates to manufacturers of the lamps. This program, called the Compact

Fluorescent Bulb (CFB) program, was launched full-scale in July 1992. The approach

was extended to commercial customers in 1993, in a separate program called The CFL

program. The two programs ran until the end of 1994, at which time they were

cancelled due to large cutbacks made to the utility's DSM expenditures.




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Setting Objectives

Residential Program

950,000 CFLs sold through the program in 1992, 467,000 in 1993, 613,000 in 1994Since the cost of the rebates per CFL remained constant at $5, the projected number

of lamps to be moved by the program was determined by the program budget for each

year. In 1992, the initial goal for the CFB program was 518,000 units, which was later

upgraded to 950,000. Due to budget restrictions, the rebate allotments were reduced

for 1993 and 1994 to roughly 467,000 and 613,000 lamps, respectively.

Commercial Program

455,000 CFLs in 1993 and 321,000 in 1994.

Getting Informed

In 1991, SCE launched a three-phase pilot program to test different methods of

lowering the retail price of CFLs in order to stimulate market demand within the

residential sector. The first phase of the program consisted of $5 clip-out rebate

coupons distributed to customers directly through local newspapers. In the second

phase, the $5 rebate coupons were distributed via direct mail and point-of-purchase

displays. These two strategies moved a combined total of roughly 29,000 lamps in

almost 8 months, with overhead costs comprising 70% of total costs. These strategies

were not felt to be very successful or cost-effective, and so a different approach was

sought.

In phase 3 of the pilot program, the rebates of $5 per lamp were offered not to

customers but to three lighting manufacturers. The discount was applied to the

wholesale price and was thus magnified through the retail mark-up process, becoming

even greater by the time it reached the customer. In the three-week period of the trial,

170,000 units were sold. Overhead costs accounted for only 29% of the total cost.

Based on these results, this third method was selected for full-scale implementation.

When the commercial program was developed, it was assumed that the same

approach of manufacturer rebates would be the most effective means of encouraging

the use of CFLs. The commercial program was test marketed in 1993 in the Palm

Springs area, resulting in the sale of 455,139 lamps. Based on the success of the pilot

testing, the program was implemented full-scale at the beginning of 1994.




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The full-scale residential CFB program started in July 1992. Requests for proposals

were issued to thirty-five CFL manufacturers. Sixteen of these manufacturers

responded and nine elected to sign agreements with SCE. Two additionalmanufacturers joined the program in 1993.

The total rebate pool was determined by the programs budget for the year.

Participating manufacturers were allocated a share of the total pool based on several

factors, including distribution capabilities, contribution to marketing, performance

criteria, and their own additional contributions to price reduction. The scoring system

helped maximize discounts to the consumer while minimizing the marketing and

distribution costs for the program. In addition, it gave SCE a hand in directing the

market for CFLs by favoring manufacturers producing lamps with a high power factor,

low harmonic distortion, high lumens per watt, and high colour rendering.

The manufacturers received rebates of $5 per CFL for a portion of their inventory to be

sold within SCE's service territory. The utility stipulated that the savings be passed

downstream, taking advantage of the normal functioning of the retail process to

amplify the discount to the final customer (Financial Incentives and Disincentives).

The retail price of lighting products was typically marked-up 67% from the wholesale

price, and so the $5 reduction in the wholesale price resulting from the rebates

actually became a discount to the customer of $8.35 ($5 wholesale rebate plus 67%

markup of $3.35). The manufacturers were offered a degree of flexibility in the

distribution of their rebate money. The dollar discount per model could be

redistributed to place higher discounts on more expensive products at the expense of less costly ones, so long as the average rebate was $5 per lamp.

The manufacturers were also encouraged to contribute additional price reductions to

further lower the cost of the lamps, and were rewarded for doing so through the

scoring system. Most manufacturers were willing to contribute, since they could

expect to benefit with increased shares in the market for CFLs. Manufacturers

contributions averaged $1.50 per CFL, bringing the total consumer rebate to around

$9.85 (almost twice the original investment by SCE!).

The manufacturers were required to commit to selling 30% of their inventory allocated

for rebate within three weeks, 60% in eight weeks and 100% in twelve weeks. If amanufacturer failed to meet the deadlines or performance criteria, its rebates were

reassigned to other manufacturers.

Based on the success of the residential program, a commercial program was test

marketed in 1993, and implemented full-scale in 1994. The commercial program,

called The CFL Program, expanded the rebates to include not only screw-based

compact fluorescent lamps but also hard-wired fixtures and retrofit kits. The rebates




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were assigned by product category, ranging from $5 for retrofits and screw-based

lamps to $10 for fixtures.

Marketing

Participating manufacturers carried out the bulk of the marketing for the two

programs. Manufacturers were responsible for advertising the products, supplying

posters and aisle-front kiosks to retail outlets, increasing the product knowledge of

their dealers, and shipping products with special packaging or bright stickers

indicating that the product was available at a special price in cooperation with SCE

(Prompts).

SCE marketed the programs at the ECO EXPO trade show in Los Angeles and invited

neighbouring utilities to participate. SCE also ran a toll-free Action Line to provide

customers with information and brochures on the products and the programs in

general, as well as information on participating dealers.

Barriers Encountered

Some manufacturers were opposed to the program and declined to participate,

particularly those who held large shares of the market for incandescent bulbs and did

not want to see that market shifted towards CFLs. Some of these manufacturers even

shifted their product focus away from CFLs within SCE's service territory. However,

SCE found that many other manufacturers were eager to fill their spots, viewing the

program as a valuable opportunity to gain market share.

Another difficulty encountered was the leakage of discounted products outside SCE'sservice territory, since there was no way to assure where the purchased lamps were

used. SCE dealt with this problem by encouraging neighbouring utilities to develop

similar programs, in some cases essentially running the program for them and billing

them for administrative costs and merchandise.

By shifting the responsibility for marketing and tracking onto the participating

manufacturers, SCE was able to minimize administrative costs. For the residential

program, administrative costs accounted for less than 9% of total cost, with the

balance going to the product rebates. This percentage was even lower for the

commercial program, at roughly 6% of total cost, since the structure of the program

was already in place when the commercial program was added.


The number of lamps sold through the program was easily tracked, as the program

design included a self-monitoring component that shifted the responsibility for

tracking from the utility to the manufacturer. Manufacturers were required to submit

a Proof of Performance package consisting of purchasing and shipping documentation,




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and the rebate money was issued once the sale of the allotted goods was verified. The

requirement to verify that a specified percentage of lamps had been sold within a

certain time frame ensured that SCE knew exactly how many lamps were sold

throughout the duration of the program.

SCE staff also conducted field inspections throughout the year at participating

retailers, collecting data on model numbers and inventory to determine distribution

patterns and market shares and to verify that the products were appropriately priced

and stocked. The inspectors also noted the shelf space given to discounted products

and special product displays.

In order to evaluate the energy savings generated by the CFB program, SCE conducted

a Residential Lighting Study in 1993 as a baseline measure of residential lighting. The

study entailed an on-site inventory of several hundred residences in the region to

collect data on the number of fixtures, number and types of bulbs and the types of

rooms they were used in, and the number of hours and time used. In a follow-upstudy in 1994, SCE conducted phone interviews with over 500 customers who

purchased CFLs at the programs discounted price. The data gathered in this survey

was used to establish the percentage of bulbs installed and their usage, as well as the

percentage of bulbs purchased through the program that was used outside SCE's

service territory. SCE also compared data on end-use patterns for residential lighting

with neighboring utilities in order to confirm its own findings.

Results

In the three years that it ran, the residential CFB program moved over 2 million

lamps, with 950,000 units sold in 1992, 466,374 units in 1993, and 613,417 units in

1994. An estimated 13% of the bulbs sold at the consumer level were used in

residences outside of SCEs service territory. Through the commercial CFL program,

455,139 units were sold in 1993 and 321,058 units in 1994. For both programs, the

entire quota of lamps budgeted for in each year were sold.

The residential program resulted in energy savings of 47,382 MWh for the pilot

program and first complete year, followed by savings of 22,800 MWh and 30,875 MWh

for 1993 and 1994, respectively. This amounted to cumulative savings of 202,114

MWh from 1992-1994 and projected lifecycle savings of over 650,000 MWh. The

commercial program generated even greater energy savings, since lighting constituteda greater proportion of commercial energy use than of residential use. Total savings

from the commercial program were 70,416 MWh for 1993 and 48,563 MWh for 1994,

for cumulative savings of 237,958 MWh and projected lifecycle savings of 773,365

MWh. Assuming 1000 hours of use per year per bulb and an average lifespan of 6,500

burning hours for a CFL (the bulbs sold by program had an average life of 6.5 years).




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Manufacturer participation in the CFB program increased from 3 during the pilot

phase in 1991 to 11 in 1994. Retailer participation increased much more dramatically

over the duration of the program. Prior to the program, about 100 stores within SCEs

service territory carried CFLs, and they received little shelf space or advertising. By

1994, over 800 retailers carried CFLs. This increase was complemented by additionalshelf space devoted to the products, special advertising displays, and an increase in

sales clerks knowledge of the products. Similarly for the commercial program,

manufacturer participation rose by a factor of three, from 6 manufacturers in 1993 to

18 in 1994, and the number of participating distributors rose from 13 to 148.

The competitive pressures created by the programs prompted many retailers who had

either run out of their rebated stock or did not carry the rebated products to mark

down their regularly priced CFL units. This trend lasted as much as eight weeks after

the distribution of the discounted goods. There was also evidence that the programs

generated long-term market transformation, as retailers in the region shifted theproduct group into a lower mark-up bracket, resulting in a lower base price.

SCEs CFL rebate programs served as a template that was spread to other technologies

and other utilities. The same model was applied to SCE's Energy Efficient Motor

program in 1993 and Residential Energy Efficient Pool Pump Motors program in 1994.

Other utilities have used the manufacturer rebate model in their DSM portfolios as

well. In 1993, the Consortium for Energy Efficiency, in conjunction with a number of

non-profit organisations, began developing a national residential and small

commercial energy efficient lighting initiative, modeled after SCE's program, to serve

as a template for any utility wishing to implement such a program.

Contacts

Bill Grimm

Southern California Edison

(626) 302-8795

www.sce.com

This case study was written by Sherry Lealess. Sherry offers writing, editing and

research services, specializing in energy and environmental issues and internationaldevelopment. Email Sherry at [email protected].

Funding for the addition of this case study was generously provided by the

Government of Canadas Climate Change Action Fund, Suncor, Syncrude, Enbridge

Consumers Gas and TetraPak Canada.




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Notes

Lessons Learned

Experimenting with different models for reducing the retail price of CFLs during the

pilot phase enabled SCE to discover which method was both successful and cost-

effective.

By passing on the bulk of the responsibility for marketing and tracking to the

manufacturers, SCE was able to greatly reduce its administrative costs and maximize

the programs cost-effectiveness.




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PollutionPollutionPollutionPollution Ozone Action Program In Southeast Michigan, the Clean Air Coalition runs a program to help reduce the

formation of ground level ozone, which is a threat to environmental and human health

and is one of the primary contributors to smog. The Ozone Action Program educates

households and businesses, and encourages participation in voluntary ozone

reduction activities. A key component of the program involves Ozone Action alerts

which are issued when ozone levels are expected to exceed federal standards the

following day.

Background

The Clean Air Coalition was founded in 1994 by SEMCOG, the Southeast Michigan

Council of Governments. They partnered with government, business (including auto

companies and utilities), labour, transit, and environmental and health organizations,

and used these collective resources to promote cleaner air in the Detroit region. Their

particular focus was the reduction of ground level ozone. Before the Ozone Action

Program started, SEMCOG was already working with the regulatory agency and local

companies to reduce pollution, so the program had the support of "big names" from

the beginning.

The Clean Air Coalition originally consisted of 35 partners. There was strong

participation from all of them in the beginning, as they sponsored events, created anddistributed promotional materials, provided funding and expressed their support for

the program visibly. When the program became well-known, there was less for them to

do; they were less active but supported the program from the background, providing

financial and in-kind support.

The areas of coverage were the Detroit Metropolitan area, Livingston, Macomb,

Monroe, Oakland, St. Clair, Washtenaw, and Wayne counties. The combined area had

approximately 4.8 million residents.

The Ozone Action season ran in concert with the ozone monitoring program in

southeast Michigan. Monitoring occurred during the spring and summer months, andthe season for Ozone Action Days began May 1 and ended on September 30.




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Setting Objectives

The program objectives were :

To attain and maintain the National Ambient Air Quality Standard (NAAQS) i.e. nodays with higher than recommended ground level ozone.

Public education as a preventive measure against increased ozone levels.

Health benefits from decreased ozone levels.


The Ozone Action Program had two components:

Ozone Action Days which took place when high ozone levels were expected, and an

outreach component which encouraged action throughout the season.

Ozone Action Days were developed to inform the general public, employers, teachers

and children that ozone levels were expected to exceed federal standards the following

day. The Coalition organized Ozone Action Days when weather conditions were likely

to combine with pollution to create concentrations of ground-level ozone that

approached levels of concern regarding public health. Meteorologists at the Clean Air

Coalition forecast Ozone Action Days according to a number of factors that included

temperature, wind speed and direction, cloud cover, ultraviolet radiation, ozone

transport from other regions, the previous days air quality, and expected emissions

from regional sources. The Coalition expected approximately 10-12 Ozone Action Days

each year.

When meteorologists predicted elevated ozone levels approaching air quality standards

for the following day, a message was sent to the coordinator at the Clean Air Coalition.

The coordinator sent out press releases to all media in the area stating that the next

day was an Ozone Action Day. As well, a fax or email was sent to the employers and

other participants. This message contained a reminder to take action against the

formation of ground level ozone through various means eg. Ride the transit, bike etc

(Prompts).

The Michigan Department of Transportation (Detroit Office) displayed advisories of the

upcoming Ozone Action Days on digitized highway signs. Television stations linked theAction Day announcements with their weather forecasts for the region, and radio

stations included the notifications with their regular broadcasts (Mass Media).

Near the beginning of the ozone season, a reminder that the Ozone Action season was

starting was sent to the media, employers, and other participants. Participating




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employers and coalition members were offered posters, magnets and pamphlets to

help their employees understand the program, and what to do on Ozone Action days.

These materials included instructions to share the information with friends, relatives

and coworkers (Word of Mouth). Sunglasses, sunscreen, and frisbees featuring the

Ozone Action logo were sent to the media to help them remember the program whenthey used the items throughout the season.

The Coalition developed educational materials that encouraged people to participate in

activities to decrease the production of ground level ozone every day. A very strong link

was made, in the educational materials, with ozone and the harm it could cause to

humans and the environment if levels exceeded the federal standards (Building

Motivation Over Time). The Coalition stressed the importance of participating in

decreasing ozone emissions at all times, and especially on Ozone Action Days, when

ground level ozone approached unacceptable limits. The messages in the outreach

program were proactive and preventative: If you do these things the air will be cleanerand The air could be cleaner and there are many small things that can be done to be

part of the solution.

The information was passed on to the various targeted groups by:

• Creation and dissemination of public education materials

• Sending education materials to participating employers

• Television and radio interviews and shows

• Newspaper articles

• Public education booths at community events

• Workshops for schools, industry and the public

• Internet Website

• Elevator notice boards on business complexes

• Writing articles (eg. Chamber of Commerce, AAA and the Detroiter

magazine)

• Press releases sent to all TV, radio and newspapers on Ozone Action

Days (Mass Media)

• Hotline set up for the general public




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The General Public

The Coalition distributed information to the general public by various methodsincluding a hotline number, radio, TV, Internet and newspapers. The public was

informed of the Ozone Action Program as well as Clean Car Care, Fast Facts on Clean

Air, Action Tips, and a list of twenty-five activities that would help improve air quality

at all times.

To encourage participation in the program, the general public was initially given free

transit rides from one of the transit companies (Financial Incentives and

Disincentives). This incentive was later discontinued and, as of 2000, the coalition and

the transit companies had not discussed other methods of promoting the program.

Employers

The Ozone Action Program was marketed to businesses as a way to draw the attention

of millions of consumers, and a way of marketing their image as good corporate

citizens. Having clean air was promoted as being in the interest of business because

when ozone levels were kept within federal health standards, costly mandates were

avoided (Financial Incentives and Disincentives).

To make involvement easy for businesses, organizations and governments, they were

invited to register for the Clean Air Coalitions free fax Broadcast Notification System.

The notification alerted groups about the upcoming Ozone Action Day. It was

promoted as step one in helping to clear the air and in identifying businesses as goodneighbours who share community concerns about air quality, good health and the

environment. Companies were given public recognition of their participation in the

Ozone Action Program through the local media, usually when Action Days took place.

In 2000, approximately 500 employers in the Detroit region participated by educating

and informing their employees about Ozone Action (Work Programs that Influence the

Home). Employers participating in the program made a commitment, which percolated

down to their employees. Businesses were asked to:

Designate a workplace co-ordinator for the Ozone Action Program

Subscribe to the notification system

Alert colleagues and coworkers by 2:30pm the day before the Ozone Action day using

their internal communication systems (email, PA, online bulletin boards, voice-mail

where appropriate), displaying Ozone Action announcement tent cards or any way the

coordinator saw fit to spread the word.




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Businesses were also encouraged to do the following actions (Overcoming Specific

Barriers, Prompts):

Send out a letter from the CEO that alerted employees and underscored their

organizational commitment to clean air

Print articles in the employee newsletter that prepared employees to take specific

actions on Ozone Action days and showed support of the community-based program

(Mass Media);

Place counter cards at key locations as effective reminders when the following day was

an Ozone Action Day and emission reduction activities were encouraged;

Place posters in cafeterias or rest areas to keep the Ozone Action message in front of

employees throughout the Action season. Tip cards helped people plan their emission-

reduction activities;Schedule an Ozone Action display in lobbies or cafeterias;

Make Ozone Action days casual days as an incentive/reward for employees to practice

Ozone Actions;

Re-arrange work schedules by using flex-time or compressed work weeks;

Encourage conference calls instead of driving to meetings on Ozone Action Days;

Place bumper stickers on fleet vehicles and offer stickers to employees (Word of

Mouth);

Encourage the use of public transportation on Ozone Action Days;

Subsidize or sell employee public transit passes at the office. Some employers offered

free or discounted transit fares to their employees (Financial Incentives and

Disincentives);

Provide a bike rack for employees or allow employees to keep their bicycles indoors;

and

Create a special lunch discount in the cafeteria to encourage lunch on-site (Financial

Incentives and Disincentives).

Educators

Teachers were encouraged to bring Ozone Action information into the classroom. The

Ozone Action website provided a free resource kit for teachers of elementary and

secondary school students. The kit was developed under the guidance of a task force

of educators from the seven-county region around Detroit. Teachers incorporated the




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Program into the regular curriculum. The classroom package was available online at

the Ozone Action website. Teachers who did not have Internet access could request

them by sending postcards, and the coalition printed the materials and mailed them.

Kits were available for students at three levels, from kindergarten to Grade 12, and

contained age-appropriate lessons and experiments.

An educational compact disc, called the Spatially Plotted Ozone Tracking System

(SPOTS) was also available. The curriculum was goal oriented and was designed to

teach children about the formation and transport of ozone. An information booklet on

SPOTS was provided online for teachers to augment the curriculum. Included in

S.P.O.T.S. was a comparison study of ozone levels in southeast Michigan to California,

the Great Lakes Region and a number of northeastern states.

The Coalition reached the education community by attending the Science Teachers

Conferences and seminars in the Detroit region. It promoted S.P.O.T.S. as a tool that

helped children with critical thinking processes and aided them in making informeddecisions about how their actions affected human health and the environment.

Children

The Ozone Action Program website contained a section for children, which was

available in brochure format as well. The website had suggestions for ozone action and

easy experiments for children to try at home or in school. The site gave information on

substances that produce hydrocarbons (which contribute to ozone formation) and

suggested that children survey their own homes for substances that could potentially

produce ozone.

Partners as Ambassadors

The coalition asked its partners to act as ambassadors for the program. For example,

a utility and other companies worked with their suppliers and contractors (especially

groundskeeping crew and transportation fleet contractors) to follow the suggested

actions for ozone reduction such as postponing lawn maintenance and fleet refuelling

until the evening, or another day. One company had a 10-point list of actions that it

suggested to its plants. The utility companies added information on ozone reduction

and the Ozone Action Program to their billing statements. An oil company provided

program brochures at its 300 gas stations in the area. A media company donated

airtime for public service announcements. An oil company developed and marketed

low vapour gasoline (RVP) that helped reduce ozone pollution.

To motivate people to participate in Ozone Action Days, the programs messaging

informed people that ground-level ozone was harmful to their health. The issue of

ground-level ozone was a local, real-life problem that people were told they could help

prevent (Vivid, Personalized Communication, Building Motivation Over Time).




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Financing the Program

The program was funded by CMAQ (Congestion Mitigation Air Quality) grant through

the Michigan Department of Transportation, and private contributors. It had an

annual budget of US$150,000. There was one staff member at the Coalition whoworked on the program part-time.

In 1994-1996, the program received a CMAQ grant of $200,000, and actually cost

$240,000.


A market research company was commissioned by SEMCOG to conduct a study of

public awareness. Southeast Michigan households were polled randomly by phone,

and asked 15 questions about awareness and opinion of the program, participation

and action, and demographics. Most of the questions were multiple choice. The resultswere compared to those of previous, similar polls. Polls were conducted in July 1994,

shortly after the program began, and again in July 1995 and September 1998.

The S.P.O.T.S. tool for teachers was rated by educators. The survey asked for

suggestions for improving the program.

Result

According to the Coalition, Ozone Action Days helped the Detroit area reduce ground-

level ozone.

The Coalition considered the public awareness campaign the best indicator of thesuccess of the project. The following results were from the random public awareness

and opinion telephone surveys: 1994 1995 1998

Number of households polled 604 775 600

How many have heard of Ozone Action? 52% 78% 88%

How many of those have taken action as a result? 69% 82% 88%

Of those who knew about the program, how many used alternative transportation?

18% 8% 4%

The Coalition was very pleased with the support from local business. The coordinator

at the Coalition received an increasing number of requests for educational materials.




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The S.P.O.T.S. tool for teachers was rated by educators. Ninety-eight percent of those

who used the program found it a very useful tool for teaching about ground level

ozone.

A number of cities across the United States adopted the Ozone Action Program. Thecoalition considered this a sign of the program's success.

Contacts

Anita Blasius

Clean Air Coalition of Southeast Michigan

660 Plaza Drive Suite 1900

Detroit Michigan USA 48226

Phone: 313-324-3402

Fax: 313-961-4869

Ozone Action Hotline: 1-800-66-33-AIR

email: [email protected]

Website: www.semcog.org.ozoneaction.html

This case study was written by Lauren Sandiford.




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Notes

Lessons Learned/Future Recommendations

The support from the press was very strong and was considered crucial to the successof the Ozone Action Days promotion.

Also suggested was a scientific study to analyse all trend data on the overall change in

air quality since the inception of the program.

It was recommended that more surveys be done of the behavioural changes in

residents to see if there was an increase in overall participation and awareness of the

program.

Also recommended was to utilize the coalition partners in a more productive manner

in the promotion of the program.




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April 9, 2011

66 | P a g e

Twenty-Five Things You Can Do To Reduce Ozone Production

1. Reduce your automobile use by biking, walking, car or van pooling.2. When driving, avoid traffic congestion; plan an alternative route to work so you can

avoid traditional stop and go rush-hour traffic.

3. Avoid long periods of unnecessary idling. Sitting in place for a while at the drive-

through window or waiting for a friend? Turn your engine off, saving fuel and keeping

air cleaner.

4. Combine trips whenever possible. Go from home to the bank to the store to the post

office. Stopping at home in between errands means more cold starts and more

emissions.

5. Save money. Reduce your fuel consumption (and associated emissions) by

maintaining your vehicle to manufacturers' specifications. A well-tuned car with

properly inflated, balanced and rotated tires uses less gasoline and emits fewer

pollutants than the alternative.

6. Avoid spilling gas when you are at the fuel pump. Avoid over filling the tank and,

when you're finished, avoid spills by carefully removing the hose from its stand and

giving it a slight "jiggle" before removing it and carefully placing it back in its place.

The last drops will end up in your tank where they belong.

7. Make sure your gas caps on your vehicles, gas cans and maintenance equipmentare replaced when missing or when their threads are stripped.

8. When going on a trip, drive your newest car. Chances are it is equipped with better

emission controls than your older model.

9. Park in the shade to avoid evaporative emissions from your sun-heated gas tank

while parked.

10. Pick one day a week to leave your car at home. If only 1 percent of America's car

owners did this, it would save millions of gallons of gasoline a year and keep a good

deal of pollutants out of the atmosphere.




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April 9, 2011

67 | P a g e

On the Homefront

11. Conserve energy at home, at work, everywhere. In the long term, it helps to reduce

the emissions associated with energy production.

12. Avoid using oil/solvent based paints, degreasers or lighter fluids.

13. Opt for water-base cleaning and painting products whenever possible.

14. Apply paint with rollers and brushes instead of sprays; it cuts down on fumes.

15. Enjoy summer barbecues, but avoid using charcoal lighter fluid.

16. Consider natural gas, propane or electric grills as alternatives next time you

replace your backyard or patio barbecue.

17. Maintain your propane tanks according to specifications. Periodic check ups andmaintenance ensure there are no leaks.

18. Consider manual or electric-powered lawn and garden maintenance equipment

when replacing your gasoline-powered polluters.

19. Treat your personal water craft and other leisure items just like your cars. Perform

proper maintenance and avoid long periods of idling. You'll reap the rewards of cost-

efficiency and clean air.

At Work

20. Try tele-commuting. If you work from home, you save yourself the commute and

clear the air.

21. Take advantage of teleconferencing technologies. Why drive to a meeting when you

don't have to?

22. Ask your employer to install a bike rack for employees who wish to ride to work.

23. Brown bag it at work instead of driving to a restaurant for lunch.

24. Encourage your employer to buy and maintain fleets of energy efficient cars andtrucks.

25. Tell your friends, family and coworkers what you are doing and why. Education

and small modification of activities will do wonders for keeping air cleaner in your

corner of the world.




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SARAVANAN VEERAIAH

April 9, 2011

Related Programs

The Ozone Action Program was partnered with another program, The Alternative

Commute Program. This program encouraged people to use others forms of

transportation for business and pleasure, such Tele-commuting, bike, car-pool, andtransit to promote clean air and healthier lifestyles. SEMCOG staff ran both programs

and the programs were promoted together at events and other appropriate

opportunities.

A Planning Guide to Social Marketing

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