Improving

lives together

Harnessing the best behavioural intervention

and social marketing approaches

Prof Jeff French

Clive Blair-Stevens
Contents
This booklet provides a short guide to understanding and applying the latest
thinking on effective behavioural intervention and social marketing approaches.

Page
Preface 04
Summary 05
1. Introduction 06
2. Influencing people’s behaviour 07
3. What is social marketing? 08
4. Social marketing’s key features: The ‘customer triangle’ 10
5. Social marketing’s national 8 point benchmark criteria 11
6. The ‘de-CIDES’ behaviour framework 18
7. Using social marketing strategically (as well as operationally) 21
8. Total Process Planning (TPP) framework – managing complexity 24
• Scoping
• Developing
• Implementing
• Evaluating
• Following-up
9. Useful resources and further reading 44

03
Preface
Improving our impact and effectiveness
Informing, empowering and assisting people to change behaviour sits at the
heart of Westminster City Council’s key strategic challenges. Issues such as
Summary
summary
Social Marketing is the approach
we use to influence the behaviour
of audiences for the public good.
It’s about helping people live
The checklist and the de-CIDES
framework provide the tools
to identify the right approach.
Once this is achieved the social
the uptake of services, recycling, active transport, health, crime prevention happier, healthier lives. marketing ‘Total Planning Process’
and civic engagement all require that we engage in planned programmes that is the framework for delivering a
It starts from the perspective of the
seek to inform or influence behaviour. campaign, from scoping the project
customer or service user, segments
There is a need to inform, engage and support both staff and the people we through testing and implementation
the audience and uses interventions
serve, for reasons of open and transparent service delivery but also because to evaluation and follow through.
that run with the behaviour of the
we know it is more effective and efficient. group, seeking in many campaigns This booklet also stresses that social
To do this, we need to ensure that we have developed clear insights about to encourage good behaviour rather marketing should be part of an
the people we serve, clear objectives, systematic programmes of action and than censure bad habits. organisation’s strategic framework
ways of measuring progress. to analyse and address problems.
In this booklet we set out some
This is because the principles of
Communications staff have a key role to play in this approach to developing of the core tools of social marketing.
researching, responding to and
citizen-centric approaches to service design and delivery. Our real challenge There is an explanation of what
influencing the people we serve,
is to support all council staff to use insights and develop evidence and social marketing is, but also an
to help them, should be central to
data-driven approaches, sustaining behaviour that will enhance the lives eight point checklist that you can
the values of any public authority.
of our residents. use to apply the theory to audiences
that you are seeking to influence. The social marketing process
There is also a need to demonstrate value for money and make savings. This will allow you to identify which should bring rigour and results to
This can be done by applying the systematic social marketing approach tactics are right in a given situation. the sort of campaigns that local
set out in this booklet. government runs every year to
This assessment should be set
support our communities.
in the context of the five ways to
influence behaviour – the de-CIDES
framework which allows you to see
what sort of strategy is necessary to
achieve your objective.

05
Alex Aiken
Director of Communications and Strategy,
Westminster City Council
1 2
1. Introduction
06
Social marketing: Improving lives together
Raising our aim: Improving impact
and effectiveness and improving
our services
Social marketing is increasingly
being used to strengthen
and enhance the impact and
effectiveness of strategies,
programmes and services
designed to improve people’s
lives. This booklet provides a
simple overview of what it is and
how its concepts and techniques
can be integrated into our work.
Involving residents in
service delivery
Success comes not from treating
people as passive and dependent
recipients, but rather by finding
ways to actively involve and
engage them in the development
and delivery of services.
Delivering ‘value’
The old days, when service users
were made to feel grateful for the
public services they were provided
with, are largely over. Increasingly,
people want to be treated as
respected consumers and
customers, and are much
clearer about what they need
and want. To ensure that we
2. Influencing people’s behaviour
Adding value through informing,
influencing and empowering
are able to respond to these There is a great deal of evidence
expectations we must focus on, that recognises that it is rarely
and be able to provide, flexible enough to tell someone something
and responsive services. a few times and hope they
will change. In practice, we
need to combine information
Westminster City provision programmes with other
approaches. For example, we
Council is adopting should back up information and
a resident-driven awareness raising with supply of
practical support and services.
approach to This includes making adjustments
providing better to the physical and social
environments that make things
services and easier to achieve, and getting the
outcomes, and is right balance of incentives and
restrictions, which can positively
working to apply the motivate people (see the de-CIDES
latest behavioural framework later in this booklet).
intervention and
social marketing
approaches to its
communications
strategy.
07
3
3. What is social marketing?
08
While social marketing can be
described in different ways,
one of the simplest is to think of
it as “using marketing to improve
people’s lives” – rather than in
the commercial world where
marketing is used to sell a
product or service to people.
Social marketing is not something
new (the term was first coined
around 40 years ago). It is a
mature discipline which has grown
and developed to integrate learning
and evidence from a range of
different methods and approaches.
Definition:
“Social marketing
is the systematic
application of
marketing alongside
other concepts and
techniques to achieve
specific behavioural
goals for social good.”
French, Blair Stevens 2006
Not to be
confused with:
Social Advertising: Social marketing
focuses on understanding people
and behaviour and seeks to make
a positive impact on them. Social
advertising can contribute to this,
but only if it can be shown to have
a positive impact on the behaviours
being addressed.
Social Media: New and social
media can be valuable in
communicating to and proactively
engaging audiences, but social
marketing is much wider than this
and goes beyond the use of new
social media channels.
Opening up the definition
Social marketing  French, Blair Stevens 2006
marketing 2
systematic
alongside 3
application
other concepts 4
and techniques
1 Systematic application
To emphasise that while social marketing
might involve a number of key concepts and
principles, when used properly it is applied
in a systematic and rigorous way.
2 Marketing
Many public bodies and voluntary and
community sector organisations use
aspects of marketing to contribute to their
social goals, and there are also lessons to
be learned from commercial marketing.
3 Alongside
Social marketing is a genuinely ‘integrative’
approach; it is drawing from learning and
evidence from multiple areas.
social good 5
to achieve
1
behavioural goals 6
4 Other concepts and techniques
Social marketing can be approached both
as a set of ideas, a mind-set or philosophy,
and as a set of practical tools or techniques
that can be used and applied.
5 Specific behavioural goals
The fundamental purpose of social
marketing is to improve people’s lives,
not just by communicating information or
trying to change attitudes, but by achieving
a real impact on what people actually do
(ie: their behaviour). If there isn’t a clear link
to a behavioural goal then the programme
or campaign is not social marketing.
6 Social good
The primary and driving focus in social 09
marketing is on helping achieve a social
good eg working to improve people’s
health and well-being, improving the
environment or addressing anti-social
behaviour and community safety.
4
4. Social marketing’s key features: 5. Social marketing’s national
The ‘customer triangle’ 8 point benchmark criteria
10
The key features of social marketing The 8 point criteria, listed over the page, act as a simple tool and checklist
The term social marketing can be used in different ways. The customer to help review whether what you are reading or hearing about is consistent
triangle below is a simple device to highlight key social marketing features, with social marketing, and can be used in a number of ways:
and shows how central the customer (or resident) is to social marketing By those funding or By those developing
programmes, campaigns and interventions. commissioning work interventions and services
Funders can use the 8 point It is important not to confuse
The key benchmark criteria shown in criteria as a component of quality the criteria with ‘a process’ of
‘the customer triangle’ assurance with organisations or
individuals tendering for social
what you do (see Total Process
Planning framework, section 8),
French, Blair Stevens 2005
marketing related work. They can: however the criteria can be used
a) include the benchmark criteria during development as a checklist
in all tender packs for effective practice.
b) require those tendering to By those reviewing and
demonstrate in bids how their evaluating work
work will be consistent with The criteria provide a simple
the 8 point criteria checklist of key issues to include
Behaviour c) use the criteria to help frame and consider in any review and
Behaviour Theory &
Behavioural Goals
interview questions, to help evaluation process.
assess the extent to which
tenderers understand them and
Insight
will incorporate them in their work.
Customer By those tendering or
bidding for work
n
Ex

tio

Individuals and agencies

ch

eti

responding to contract tenders

an

mp

Method Mix Audience

ge

can readily demonstrate their

Co

Intervention mix & Segmentation understanding of social marketing

Marketing mix
to funders by making sure to
reference the benchmark criteria,
and indicating in their bids or 11
tender submissions how they
The features included in the triangle are expanded upon in the 8 point will routinely incorporate these
social marketing benchmark criteria, which are now internationally criteria into their work.
recognised as describing the key features of social marketing.

12
What follows provides a brief overview of each of the 8 key
benchmark criteria – a simple summary sheet is also available
from www.strategic-social-marketing.org
1. Customer orientation
This involves ‘putting yourself in
other people’s shoes’, or ‘seeing
things through other people’s
eyes’. Work should begin and
end with a focus on the individual
within their social context. This
means understanding both the
things that are within their control
and those things that lie outside
of their immediate control but
may nevertheless have a powerful
influence on them.
The aim is for interventions and
services to respond to the needs
and wants of the resident (or
customer) rather than for them
to have to fit around those of the
service or intervention. Adopting
a customer orientation requires
finding out through audience and
marketing research about the
everyday lives, needs and wants
of the audience.
A key risk to avoid is assuming
that we know what people want,
or focusing on where they
should be rather than starting
from where they are.
2. Behavioural focus
This is about being driven by a
concern to achieve measurable
impacts on what people do, not
just what they know, are aware of,
or believe about an issue. The focus
is not just on ‘changing’ behaviour
but on being able to influence and
sustain behaviour over time.
Work needs to recognise the
dynamic and changing nature
of behaviour and not view it as a
simple on/off switch. It needs to
recognise the different influences on
behaviour from moment to moment,
and that achieving sustainable
behaviour is the overarching goal.
A key part of this is being able to
readily identify ‘patterns and trends’
in the behaviour of different people,
recognising that even within a
particular group the influences will
vary. The establishment of clear,
measurable behavioural goals is
key to this. These goals need to
be realistic and achievable, and
where possible staged, to take
account of the fact that it takes
time to achieve goals.
Case Study
Smarter Travel Sutton
TfL sponsored Sutton Council with a £5 million programme to help achieve
transport objectives such as reducing congestion and getting people
out of their cars. The programme began in September 2006 and officially
finished in September 2009 – though activity is ongoing. The objectives
set were as follows:
• Reducing residents’ car trips by 5% by Sept 2009
• Ensuring all schools had travel plans by March 2008
• Ensuring 15,000 employees had travel plans by March 2009
• Offering personalised travel advice and information to all Sutton
Households by October 2007.
Research uncovered a key target as hard-pressed families who viewed the
car as an essential lifestyle support and used it by default. Other potential
targets included well-off females, who liked the independence a car brought
them and felt it reflected their lifestyle. Also men who disliked travel, public
transport and their commute. All these groups were heavy users, but critically
had the potential to cut down.
The techniques used were three-fold:
• Creating personal travel plans: meeting people through schools,
workplaces and a door-knocking exercise. Speaking to people
face-to-face and developing plans together both involved and engaged
them, as well as providing them with a plan that was tailored to their lives.
• Events and roadshows: a broader channel
providing the reach necessary to have a
demonstrable impact.
• Complementary projects: ensuring programmes
were available, enabling people to change their
travel habits – such as a car club programme,
free cycle training and cycle spaces. 13
The project was tracked through both qualitative
and quantitative research. 1,500 residents were
surveyed by phone and a control group used.
 Case Study continued
14
Residents were questioned on their behaviour change, why they
changed and how they felt about it. Usage was also tracked through traffic,
cycle and bus passenger counts.
Since the programme began:
• The proportion of residents’ car trips
have dropped by 6%
• People citing the car as their main transport
has dropped from 58% to 52%
• Cycle counts have increased 75% versus
a slight decline in the control group
• All schools and over 100 businesses
have active travel plans in place.
A report with case studies can be downloaded
at: www.smartertravelsutton.org/about/
lessonslearnt
3. Theory informed
Theory involves looking at the
underlying ideas about what it is
believed will, or could, influence
a behaviour in a given situation.
The key is to bring these (often
unquestioned) underlying ideas
to the surface, so that they can be
examined openly.
It is important to avoid simply
adopting one theory, or set of
theories, and then applying this to
every context. Instead, the focus
needs to be on considering the
context and then assessing which
Such an approach moves encourage an exchange of one
beyond using information and set of behaviours for another.
intelligence (eg demographic or
A key factor is to ensure that what is
epidemiological data) to looking at
offered is based on something that
why people behave in the way that
is valued by the people themselves,
they do. Understanding actual or
and not just those proposing the
potential influences and influencers
exchange. Exchange requires a full
on behaviour is important here,
appreciation of the real ‘costs’ to the
specifically what people think,
audience of accepting or declining
feel, and believe.
the ‘offer’. These can include
considerations such as money, time,
5. Understanding the exchange
effort and social consequences.
Rewards, prompts and barriers
for both problem and desired
behaviours must be considered, in
order to gain a fuller understanding
of how it may be possible to
Different types
of exchange Description Note
theories might be most relevant at
the time, recognising that this will Positive Where encouragement and This should always be based
vary in different circumstances. incentives are used, and on what the people involved
exchanges efforts are made to ensure will value (not just what those
eg paying residents any barriers or difficulties are leading the work value).
4. Developing insight to recycle removed or minimised.
This is about moving from an initial
Negative Where there are disincentives or This needs to be used with
focus on understanding the lives penalties used to make behaviour caution, where there is a clear
exchanges
and behaviours of people, towards difficult or unrewarding. ethical and social mandate, as
developing a deeper insight into eg fining residents counter reactions can undermine
for not recycling programme goals if not carefully
what is likely to move and motivate considered and handled.
them in a given situation or context.
The key is to identify potential Passive Where the context or
situation encourages adoption,
As above, there needs to
be a clear ethical and social
15
actionable insights that can be exchanges without necessarily being mandate for these approaches
used to inform the development of eg use of ‘opt out’ actively considered. to be successful.
interventions or service delivery. rather than ‘opt in’
on consent forms
16
6. Tackling the competition The task is to understand what 8. Methods mix
There will always be a range may be competing for people’s In most cases, singular
of competing factors that can attention, and/or their willingness interventions are less effective than
work to undermine achievement or ability to adopt a desired multi-component interventions.
of the adoption and maintenance behaviour, including both external This means the relative balance
of behaviour. Some of the and internal competition. or mix between interventions or
competing factors are obvious approaches is vital.
and others less so.
When considered at the strategic
level this can be described as
This can include: ‘the intervention mix’ while the
term ‘marketing mix’ is sometimes
External • direct: promotion of a counter negative behaviour used at the operational campaign
competition • indirect: something which takes up the attention or time level. The ‘de-CIDES’ framework
of the audience (making it harder to motivate and adopt
a positive behaviour). (see overleaf) is a practical tool
that can help in establishing and
Internal • people’s feelings and attitudes selecting the right methods mix.
competition • self esteem and self efficacy
• the power of pleasure involved and the enjoyment
of an alternative behaviour
• the pull of risk taking
• habit and addiction.

7. Using segmentation data or epidemiological data.

A range of variables should be
considered in order to identify
different groups that share similar
features or needs, so as to help
ensure that tailored responses
can be developed.
Traditionally, targeting approaches
have tended to concentrate on
such things as demographic
characteristics, service uptake
A fuller segmentation approach
examines alternative ways that
people can be grouped and profiled
eg looking at psychological and
behavioural factors and trying
to understand differences in
attitude and what might ‘move
and motivate’ different people.
17
6
6. The ‘de-CIDES’
behaviour framework
18
While any one area can potentially have an influence on a person,
in practice, getting the right mix of approaches across each of these de-CIDES 5 domain clusters:
domains is much more likely to lead to a successful result. For example,
Inform / Communicate:
just ‘informing’ someone of something may have some effect but if
• Inform, communicate, provide info, prompt, trigger, remind, reinforce,
this is combined with a more responsive service, then it is much more connect to social norm.
likely to be effective.
Educate / Engage:
de-CIDES behaviour framework: • Educate, engage, train, skill, inspire, encourage, motivate.

5 primary intervention domains Support / Service:

• Support, service, practically assist, provide something, reward,
French, Blair Stevens 2009
create valued product, incentivise.

Design / Context:
• Design, alter physical, social or organisational context or environment,
engineer, harness technology.

Control / Regulate:
Inform Educate • Control, establish rules, require, constrain, restrict, police, enforce, regulate, legislate.

Case Study

Support Design Westminster City Council: Hot or Not

Until 2009 employee attitudes at Westminster had been broadly positive but
as a result of a big restructure in 2009, things naturally started to change.
Attempts at getting people engaged gradually
became more and more difficult as people began to
switch off to corporate messages and invitations to
share their views. In January, the feedback campaign 19
Control that was launched to encourage staff to have their
say on what could be changed for the better, had
very little response and many employees felt cynical
about messages from management.

Find out what Andrew’s talking about

Visit the Wire homepage
Find out what Andrew’s talking about
Visit the Wire homepage
 7
7. Using social marketing
Case Study continued strategically (as well as operationally)
20
We needed a campaign to improve our customer service, by changing It is common for people to think of social marketing as something that is
employees’ behaviour and raising awareness of the Westminster Standard – used to develop a particular programme or campaign. While this can be
six principles that we feel are vital to provide good customer service. the case, it can also be used much more strategically, to inform policy
The campaign had to capture the imagination of staff. So we launched analysis and strategy development.
the ‘hot or not’ campaign which included:
• a shortened timeline: the campaign focused on a week of intense activity
• use of real stories: to show authenticity and bring examples to life Policy
• a non-corporate tone of voice: this used a ‘hot or not’ theme. Posters of Strategic social
customers holding signs labelled ‘hot’ or ‘not’ (depending on what they marketing
thought of Westminster council) were displayed around council buildings.
Employees were directed to the intranet to find out more.
Informing and
enhancing policy,
Strategy
• the feedback process was made as easy as possible: the campaign strategy and it’s Operational
implementation social marketing
centred on activities people could do from their desk – watching online
videos, reading customer feedback, a customer service quiz and Implementation Applied as a
planned process
nomination of employees who exemplified good customer service. ie: as a programme,
Once exemplary employees were nominated, they were invited for afternoon campaign or initiative
tea with the chief executive. The winners were then put on posters with signs
reading ‘the hottest in the council’.
This approach had a much greater impact than previous attempts at
engagement. What made it work was that it was driven by the audience and
centred on them interacting with the activities set up. It was also a bit of fun.
The posters were deliberately obscure which meant if you wanted to find out
more, you had to seek out the information yourself. This is the opposite of
what had been done before. Information is usually
central to the campaign, and relies on people’s
understanding and compliance to engage with
what’s happening. Over 1,000 unique users visited
the webpage (out of around 3,000 employees).
Over 100 nominations were received for employees
who were considered ‘hot’ on customer service.
Above all, it led to improved outcomes, with our 21
annual survey showing 7% more customers are
happy with the way queries are handled than
in 2009 and a 4% rise in the number who think
the council is helpful.
Find out what Carmen’s talking about
Visit the Wire homepage

22
Strategic Social Marketing
French, Blair Stevens 2006
Social whole-system
application
marketing
Strategic social marketing
This is where social marketing
concepts and principles are
also used to:
• inform and enhance
policy analysis
• underpin strategy development
• ensure a strong customer
focus to inform the
identification and selection
of appropriate interventions.
For example, Westminster City
Council is applying the principles
of social marketing to help inform
its overall policy and operational
delivery. User insight and feedback
is fed into all policy discussions
and is used to track and
evaluate the success of council
communications programmes.
Policy
Strategy
Implementation
Operational social marketing
This is where social marketing is
undertaken as a planned process
and worked through systematically
to achieve specific behavioural
goals. The following sections of this
booklet go into more detail about
how this can be done. Critical to
this is an initial scoping stage which
examines and assesses issues and
provides the focus for subsequent
development and evaluation.
Case Study
Norfolk ‘Hugger’ campaign
Norfolk’s ‘Hugger’ campaign came from the astonishing statistic that
motorcyclists were only 1% of the county’s traffic, but made up 26% of deaths
or serious injuries. Research was commissioned to work out why this was
the case, and revealed:
• Motorists disliked motorcyclists which affected the attention paid to
them on the road
• Riders’ skills, especially for the 40+ group, needed improvement.
A ‘hugger’ character was developed to present a more friendly face
of motorcycling.
Motorcyclists were a traditionally sceptical audience, so initial activities
focused on motorists to ensure that the motorcycling community saw
the campaign as credible. The campaign was promoted to Motorcycle
News – a key channel seen as trustworthy by motorcyclists.
Later, once motorcyclists’ trust had been gained,
the ‘hugger’ character was used to promote
training for motorcyclists. Rather than question “A wise
rider always
motorcyclists’ skills, a ‘hugger’ challenge was anticipates
what lies
developed to identify gaps in people’s skills – ahead”
encouraging them to take training.
Key channels were newspapers, specialist
magazines, petrol forecourts, bus sides and www.think.norfolk.gov.uk © Norfolk County Council
backs, as well as bike rallies. The ‘hugger’
character also had his own Facebook and Twitter
page. Crucially, all 39 motorcycle dealerships
in Norfolk promoted the programme, providing
a Hugger Riding Pack to anyone buying a new
bike or moped – encouraging them to take
the skills challenge. 23
In the year following the programme’s launch
in 2008, fatalities fell from 13 to 10 and serious
injuries from 89 to 83. This 8.8% reduction
contrasts favourably with a national 3.5% fall.
8
8. Total Process Planning (TPP)
framework – managing complexity
24
Total Process Planning
French, Blair Stevens 2005
Scope Develop
Total Process Planning (TPP)
provides a practical framework
within which the range of tasks
involved in developing and
delivering effective behavioural
programmes (or campaigns or
interventions) can be effectively
planned and managed.
Each stage involves a range
of key tasks, described as
‘Key Task Areas’.
Understanding the TPP framework
The differences between a Planning
Framework, Process and Tools
are important ones. Most planning
guides and resources set out a
pre-determined ‘process’ or set of
Implement Evaluate Follow-up tasks to undertake. Use of the TPP
framework deliberately adopts a
different approach.
The approach underpinning
TPP is based on:
In short the TPP framework
a) feedback about how people
consists of: actually plan and develop work
1: 5 stages – deliberately intended in practice, and
to be distinct and sequential b) a review of the plethora of different
2: Various task areas within each planning models and approaches.
stage – which are rarely sequential.
Planning
While the 5 main Framework
stages are designed Managing
The TPP framework also recognises
that the methods and approaches
selected will vary according to
what the Scoping work decides
is most relevant, based on
understanding and insight into
the lives and behaviour of those
being addressed.
For example, planning and
developing a new community
service (or re-orientating an existing
service) will be quite different to
planning and developing a new
media PR campaign, or undertaking
a local advocacy initiative.
Planning Process Planning
Tools
Establishing a tailored Many different

Social marketing can be

to be sequential, the the complexity
Total Process
process to fit the time
and resources you
tools and
approaches you
undertaken in a short, medium task areas involved Planning framework have available could use
or longer term time frame. Ideally
a longer term approach should
in each stage are Scope Develop Implement Evaluate Follow-up
For example:
Scope: organising tasks
For example:
• SWOT
be adopted, since many of the rarely sequential • Getting the team together
• Reviewing stakeholders
• Stakeholder matrix
• Assets mapping
desired behavioural outcomes
are unlikely to be achieved by
and require specific • Assessing resources/assets • Benefits and
• Holding stakeholder meeting barriers tool
short term initiatives. tailoring to the Develop: organising tasks
25
relevant context, • Getting started
• Developing the project/
resources and product
• Pre-testing ideas
time available. Etc.
26
Scoping social marketing projects
Effective Scoping is key
The key stage in the TPP framework
is the first Scoping stage. Undertaking
this properly will help to ensure the
methods and approaches used are
based on a sound rationale and
understanding of the factors which
influence the lives and behaviour of
the audience(s) being addressed.
It will also help ensure that aims and
objectives are realistic and will help
the organising of key tasks that follow.
Scoping =
Examine  Select  Agree
It is important to acknowledge
that in practice a combination of
the pressure to get started and
the enthusiasm of those involved
can lead to little time being spent
considering if a particular approach
is likely to achieve the desired
behaviour. The purpose of Scoping
is to “Examine  Select  Agree”
which intervention methods and
approaches to adopt, before
development work begins.
Scoping has great value across
everything the organisation does
Investing time, effort and resources
in Scoping has many values to an
organisation or partnership. Not
only is it crucial to any subsequent
intervention success, but gaining a
deeper understanding and insight
into the people being addressed
has huge value across everything
that the organisation does.
The value of investing in Scoping
Valuable customer intelligence & insight for the organisation
It establishes key intelligence and insight into the audience(s) being
addressed that will have value to the organisation as a whole.
Cost-effective use of resources – avoiding waste
It helps ensure the effective use of limited resources and prevent waste;
making sure time and resource are used to the greatest potential effect
and not invested in things that are unlikely to achieve any impact.
Supporting effective partner and stakeholder relations
It provides a valuable way to begin to engage and mobilise key partners
and stakeholders, who will be crucial to ongoing work.
Establishing baselines
It provides important baseline intelligence and data that will be key to
effective review and evaluation.
Growing the evidence base for the future
It helps to grow the evidence base and as a result will speed the
Scoping stage of future work.
27
 Total Process Planning (TPP) framework
Purpose Output Outcome
Scope To examine, select Summary scoping A decision on which
28 and agree on which report with intervention option(s)
intervention option(s) recommendations to take to the next
to test on potential ‘developing’ stage
intervention options
Establishment of
good stakeholder
relationships and
evidence base

Develop To create and develop A product or Product or service that

a ‘valued product service (or project / will be ‘valued’ by the
or service’ (project / intervention / campaign intended audience
intervention / campaign / programme) and is motivating
/ programme)
Implementation and Stakeholders and
social marketing plan partners motivated and
primed to contribute

Implement To “go live” with the Effectively managed Positive impacts on the
intervention, spotting product or service lives and behaviour of
additional opportunities (or project / intervention the relevant audience(s)
and managing any risks / campaign /
programme) Positive impacts on
relevant wider systems
Relevant data capture
Maintained commitment
of key partners and
stakeholders

Evaluate To assess Initial evaluation report Understanding of what

achievements and has been achieved
overall impact of the and how
work, considering
‘process’, ‘impacts’ A set of initial
‘outcomes’ and efficacy recommendations to
improve future work
To develop initial
recommendations for
the future action

Follow-up To provide an Finalised A clear understanding

opportunity for all those evaluation report of what has been
involved (funders/team/ achieved, and the
Papers, articles,
partners/ stakeholders)
to discuss with the workshops, events
outstanding challenges
29
evaluators their findings etc, capturing and Stakeholders and
and recommendations promoting the learning partners feeling positive
from the work and motivated to
To thank all those who continue to contribute
have contributed
30
Task Areas in each Stage
Scoping
“Examine  Select  Agree”
Purpose
Scope To examine, select
and agree on which
intervention option(s)
to test
Scoping in short:
1. Putting a team together
to consider and develop
expectations, issues and goals.
2. Mapping resources and assets
that are available (or could
be leveraged).
3. Seeking to understand people
and their behaviour
People: To get a rounded picture
of their lives, and what ‘moves
and motivates’ them.
Behaviour: To identify key
influences/influencers, relevant
incentives/ barriers.
Introduction Task Areas – Scoping
There is no single ‘correct’ way
Expectations review and ‘challenge
to do Scoping.
or problem statement’
It is important to recognise that
the tasks listed are not intended to • Reviewing the expectations and
be rigidly sequential. The person drivers for action (eg considering
Output Outcome overseeing a Scoping stage any existing policy goals, strategy
Summary scoping should take the list of task areas aims and related targets), and
A decision on which
writing an initial ‘challenge /
report with intervention option(s) and organise them in a way that is
recommendations to take to the next relevant to the time and resources problem statement’.
on potential ‘developing’ stage they have available to achieve them.
intervention options Initial time frame planning
Establishment of This is likely to vary for each project
good stakeholder or programme undertaken but each and risk assessment
relationships and
evidence base
of the task areas should be evident • Setting out a provisional timeline
in whatever Scoping process is for each of the five main stages.
established. Many of the task This will be provisional at first,
areas listed need to inform and
feed into the other areas, so
but it is helpful to start by setting
out initial assumptions so the
in practice a number will be time available for Scoping can
undertaken in parallel. be identified.
4. Reviewing and selecting
intervention options “Focus on really Team, partner and
stakeholder development
To establish a relevant ‘mix’ to
achieve the desired behaviour.
understanding • Getting an initial steering or
5. Engaging and mobilising
people has helped project group together to help
a wider group of partners us develop more oversee the Scoping stage.
and stakeholders • Undertaking stakeholder and
effective campaigns” partner reviews to look at who
6. Writing a summary should be engaged and involved
Merlin Sinclair
scoping report at different stages. Stakeholders
Senior Communications Manager
To summarise the rationale Westminster City Council represent those people who 31
for selecting a particular have an interest in the issue
intervention option mix. being addressed. Partners are
To gain agreement to this. those who will actively assist in
delivering interventions.
32
Initial contextual analysis
• Initial review of key Strengths,
Weaknesses, Opportunities
and Threats (SWOT analysis).
• Further contextual analysis
looking at wider factors
such as: Socio-cultural,
Technological, Economic,
Ecological, Political, Legal and
Ethical (STEEPLE analysis).
Reviewing existing data,
knowledge and learning from
previous work
• Considering both published
material and knowledge
from relevant partners
and stakeholders.
• Looking at learning from previous
work, including work that may
have been done at different
levels (i.e. national, regional,
local) or across different areas
where learning and insights
might be useful.
Reviewing Resources and Assets
• Identifying what human and
financial resources are available
(or might be secured).
• Looking at other types of assets
that could be harnessed (eg time
and skills of community groups;
business sector partners;
supportive media).
Understanding people’s lives:
Initial audience(s) profiling
and segmentation
• Establishing a rounded picture
of people’s lives and what is
important to them.
• Identifying what intelligence
and data sources exist and the
ways to bring them together to
aid understanding.
• Identifying influences and
influencers on the audience(s).
• Considering different options
for targeting and segmenting
the relevant audience(s).
• Establishing initial insights
into what is likely to ‘move
and motivate’ your audience.
Understanding people’s
behaviour(s): Initial
behavioural analysis:
• Establishing an understanding
of the current desired and
problem behaviours (particularly
looking to identify key trends or
patterns, and the context where
the behaviour occurs).
• Examining reasons why the
desired and problem behaviours
occur, drawing on relevant
behavioural theory to better
understand what might
influence behaviour.
• Initial exchange, analysis,
rewards and costs review
– assessing what rewards,
benefits, costs and barriers
are associated with the desired
and problem behaviours.
• For a desired behaviour:
 this involves looking at ways
to increase rewards and
benefits and decrease barriers
and costs, so as to make it
easier for the target audience
to adopt, change or sustain
a behaviour.
• For a problem behaviour:
 this involves looking at ways
to decrease the rewards and
benefits and increase the
barriers and costs, so as to
make it harder for the target
audience to adopt or maintain
a problematic behaviour.
Considering the Competition
• Undertaking competition analysis
to consider what other behaviour
may be competing for the time
and attention of the audience(s)
(it may have nothing to do with
the target behaviour).
• Undertaking a competition
analysis of people, groups
or organisations that may be
seeking to influence the target
audience(s) in a way that
may disrupt or prevent the
desired behaviour.
• Prioritising competition influences
and defining specific actions to
reduce them.
Examining what specific
behaviours to focus on
• Identifying and considering
groups or clusters of
related behaviours.
• Behavioural positioning –
deciding whether to focus
on the desired or problem
behaviour, or address both.
• Establishing initial behavioural
objectives – ideally these should
be as SMART as possible
(see below).
Developing
S.M.A.R.T. objectives
• Specific
• Measurable 33
• Achievable
• Realistic
• Time-bound
34
Reviewing and selecting
intervention options and
appropriate ‘mix’
• Considering and selecting the
intervention options considered
most likely to achieve the
required behavioural impact
and what the appropriate ‘mix’
between them should be.
• Undertaking an ‘ethics audit’ to
consider any ethical implications
of proposed intervention options
and where necessary seeking
ethical approvals.
Writing a Summary
‘Scoping Report’
• The Scoping Report should
be a summary of the findings,
presented in a way that is
easily understandable to a
range of people – particularly
those who may not have been
involved in the Scoping itself
but who will be important for
subsequent Development and
Implementation work.
• The key task is to summarise
key understanding of the
target audience’s lives and
behaviours and how this
links to the intervention
approaches selected.
• It is important that it includes
a clear ‘challenge statement’
(that clearly describes the issue,
challenge or problem being
addressed) and initial ideas for
the proposed behavioural focus
(framed as a SMART behavioural
objective where possible).
• Guidance on writing a Scoping
Report along with a simple
template is available at www.
strategic-social-marketing.org
Developing
“Creating a valued product or service”
Purpose
Develop To create and develop
a ‘valued product
or service’ (project /
intervention / campaign
/ programme)
Introduction
It is here where planning begins
in earnest and a specific project
or marketing plan is developed.
Crucial to this stage is undertaking
pre-testing, to check that the
evidence and assumptions made
are relevant and actionable, and to
adjust plans where necessary.
This stage will vary according to
which type of intervention approach
has been selected. However,
highlighted below are some
common features that are key
to effective Development.
It is important to recognise that most
successful approaches commonly
require a coordinated mix of
methods tackling different aspects
of a problem in different ways.
Output Outcome
A product or Product or service that
service (or project / will be ‘valued’ by the
intervention / campaign intended audience
/ programme) and is motivating
Implementation and Stakeholders and
social marketing plan
partners motivated and
primed to contribute
Task Areas –
Developing:
Further partner and
stakeholder engagement
• It may well be that different
partners and stakeholders
need to be engaged at the
Development stage than were
involved in Scoping. Explicit
agreements will need to be
drawn up with partners setting
out what they will deliver and
how actions will be coordinated
and evaluated.
• Examining and clarifying specific
roles and contributions, and
putting in place appropriate 35
governance arrangements to
help oversee and coordinate
these. This might include
establishing a ‘steering group’,
36
‘reference group’ or ‘stakeholder
group’ or any combination of
these based on the challenge
being addressed and the time
and resources available.
Further audience and
behavioural analysis
• Building on initial understanding
and insights gained during
the Scoping stage, now that a
specific intervention method or
approach has been selected.
• It can be useful to draw on what
traditional marketers call the
‘4 P’s of marketing (Product
– Price – Place – Promotion).
This involves reflecting on
what is being developed as if it
were a ‘product or service’ and
considering how this is likely to
be received by the audience.
Pre-testing / adjusting / refining
• Ensuring that all assumptions
are tested out with the audience.
• Considering what baseline
data needs to be in place to
measure the impact of the
work after it is completed.
Preparation for Implementation
and a potential programme launch
• Ensuring that as the
Development work comes to
fruition, plans are put in place
for implementation. eg producing
a marketing or project plan
 Clarifying roles and

• Re-looking at the segmentation Remember that even well responsibilities for partners
options to be clear about which developed insights may not and stakeholders during the
audience groups are going prove to work with audiences. next implementation stage.
to be prioritised and refining • Adjusting and tailoring plans  Ensuring systems for

and tailoring behavioural
objectives accordingly.
Developing a specific intervention
or ‘product or service’
• Drawing on ‘exchange’ concepts
to understand what will be
valued by the audience, to inform
the intervention or marketing
‘mix’. Looking at how an
intervention can be developed
that makes it easy for people
to change their behaviour, eg
an environmental ‘nudge’, an
incentive or reward, a system
that makes it easy for people
to behave in the desired way.
based on feedback from capturing key data and
pre-testing. Sometimes radical intelligence are in place.
adjustments may made need to
be made if audience feedback
indicates this is necessary.
Confirmation of the
evaluation approach
• Reviewing and confirming the
aims and objectives of the work
to aid subsequent review and
evaluation. Note: It is good
practice to ensure a degree
of independent evaluation is
identified before work starts,
37
so that process as well as
the impact and outcome of
work is reviewed.
38
Implementing
“Going live”
Purpose
Implement To “go live” with the
intervention, spotting
additional opportunities
and managing any risks
Task Areas –
Implementing
Active tracking of initial and
on-going responses
• Considering how the primary
audience (those being targeted)
are reacting and responding
to the intervention.
• Considering the impact on the
secondary audiences (those who
influence the primary audience,
such as family, community
leaders, and the media).
• Ensuring plans can be
adjusted and tailored based
on feedback.
Output Outcome
Effectively managed Positive impacts on the
product or service lives and behaviour of
(or project / intervention the relevant audience(s)
/ campaign /
programme) Positive impacts on
relevant wider systems
Relevant data capture
Maintained commitment
of key partners and
stakeholders
Opportunity spotting, and
identifying and managing
potential threats
• When the work ‘goes live’
a whole range of new
opportunities and possibilities
can arise – some of which
may not have been anticipated
at the Development stage.
It is important to watch for
these and to capitalise on
opportunities to extend the
impact and reach of work.
• It is also possible that
unanticipated negative reactions
may occur. These need to be
actively watched for and carefully
managed to reduce the potential
that they will undermine or
damage the work.
Managing delivery
• Managing and tracking the use
of the resources and budgets
allocated is an important part
of implementation.
• It is essential to keep funders
and commissioners informed
and updated on developments,
so they can see that resources
and budgets are being effectively
used and managed, and
involved in any changes that
may be required.
Continued stakeholder engagement
and mobilisation
• Continuing to effectively maintain
and develop key partners and
stakeholders (particularly
those directly relevant to the
implementation stage).
 Keeping people well
informed so they feel part
of the process
 Developing strategies of
active ‘praising and thanking’
to show appreciation
for contributions.
Information and data capture
• Ensuring appropriate intelligence
and data is captured for ongoing
and future review and evaluation.
• Ensuring roles and
responsibilities for this are 39
clear – including internal
communications with key
stakeholders so they are kept
informed of developments.
40
Evaluating
“assessing the impact”
Purpose
Evaluate To assess
achievements and
overall impact of the
work, considering
‘process’, ‘impacts’
‘outcomes’ and efficacy
To develop initial
recommendations for
the future action
Value for money
Effective evaluation is crucial to
ensuring that the effect of the
programme and its efficiency
in terms of value for money is
assessed. Part of getting value
from the investment is capturing
the learning from it, so it can be
fed back into future work.
While researchers and academics
can provide help, it is also
important to gain input from key
partners, stakeholders and the
target audience.
Output Outcome
Initial evaluation report Understanding of what
has been achieved
and how
A set of initial
recommendations to
improve future work
Task Areas –
Evaluating
Impact evaluation
• Assessing both the impact
on the people being targeted
and the impact on the wider
context. The focus should be
on being able to assess impacts
on people’s behaviour: what
they are actually doing as a
consequence of the work.
• Assessing the extent to which
the aims and objectives have
been achieved, drawing on short,
medium and long-term indicators.
• Considering other wider
impacts, such as:
 knowledge – the extent
to which information
was understood
 attitudes / beliefs – the extent
to which information was
valued and incorporated into
people’s attitudes
 the wider system – eg
partner and stakeholder
relationships, community and
media responses, services
and systems.
Process evaluation
• Reviewing and assessing the
process involved so far
 key factors to consider
include: efficiency,
effectiveness, equity,
quality, engagement and
management processes.
• Capturing the views of key
parties such as:
 the funders and
commissioners of the work
 the team undertaking the work
 other partners and stakeholders.
• Assessing the cost-effectiveness,
cost-benefit and marketing return
on investment (ROI),
including the extent to which
time and resources have been
used efficiently.
Outcome evaluation
• Assessing the overall outcome
of the work against intended
outcomes, including behavioural
and other impacts.
• Measuring the extent to which
the SMART objectives and
intended ‘social good’ were
actually achieved.
A written evaluation report
• Writing up the evaluation
findings in an initial summary
report, which is easy to
understand and digest.
N.B. It is recommended that
this stage is undertaken by an
independent party.
41
42
Following-up
“thanking and looking ahead”
Purpose
Follow-up To provide an
opportunity for all those
involved (funders/team/
partners/ stakeholders)
to discuss with the
evaluators their findings
and recommendations
To thank all those who
have contributed
Introduction
This is the stage when the results
of the evaluation are considered.
This helps to promote learning,
enhance the evidence base
and recognise and value the
contributions of those involved.
This is also a crucial stage for
further thanking and appreciating
the different partners and
stakeholders who have contributed.
Whatever the results from the work,
investing in building and nurturing
positive partner and stakeholder
relationships is crucial and should
be viewed as a key outcome.
The final part of follow-up is about
finding ways to promote what has
been learned and sharing this
with others. This is part of getting
Task Areas –
Following-Up
Holding a partner and stakeholder
Output Outcome
review meeting to consider the
Finalised A clear understanding draft Evaluation Report findings
evaluation report of what has been
Papers, articles,
achieved, and the • Holding a dedicated review
outstanding challenges session (or sessions), where
workshops, events
etc, capturing and Stakeholders and key partners, stakeholders
promoting the learning partners feeling positive and evaluators are brought to
from the work and motivated to
review the draft findings and
continue to contribute
recommendations.
• Providing an opportunity for
value for money from the time and those involved to comment on
investment in the work and will help and question findings, and for
with planning or undertaking similar the evaluators to respond.
or related work in the future.
• Recording partner and
N.B. Failing to properly follow up stakeholder views (including
undermines the ability to capitalise from funders and commissioners)
on what has been learned, and to to incorporate into a finalised
ensure that the initial evaluation Evaluation Report.
findings are responded to.
Active thanking strategies to
show appreciation to those who
have contributed
• Taking time to acknowledge
and thank those who
have contributed.
• Understanding what may not
have worked – this can be as
valuable as understanding what
has, as long as it is handled in a
positive and constructive way.
Holding a decision-maker, funder
or commissioner meeting
• Holding key decision-maker
and/or commissioner sessions
to discuss the findings and
reflect on the implications for
ongoing strategy development
and future commissioning.
• Considering how achievements
can be maintained and built on.
• Looking into the medium and
long term and how next steps
can build on the work so far.
Capturing and promoting
the learning
• Promoting the learning from
the work via:
 briefing colleagues at
a staff meeting
 writing short articles
 publishing papers on the
work in professional or
academic journals
 getting the work added to
relevant practice databases
 holding workshops
and seminars
 speaking at conferences
and other events.
43

9
9. Useful resources and
further reading
44
Websites
Westminster City Council
www.westminster.gov.uk
Strategic Social Marketing
www.strategic-social-marketing.org
National Social Marketing Centre
www.nsmcentre.org.uk
Further reading
Social Marketing and Public
Health: Theory & Practice
2009: Oxford University Press
Jeff French, Clive Blair-Stevens,
Dominic McVey & Rowena Merritt
COI behaviour and
communications review
2009: Central Office for Information
COI Payback and Return on
Marketing Investment (ROMI)
in the Public Sector
2009: Government Communications
Network (GCN) & Central Office
of Information (COI)
Social Marketing – Influencing
behaviours for good (3rd edition)
2008: Sage Publications
Philip Kotler & Nancy Lee
Social Marketing in the
21st Century
2006: Sage Publications
Alan Andreasen
Overview – Key Task Areas in the
Total Process Planning (TPP) framework
French, Blair Stevens 2005
Scoping
• ‘Expectations review’ and ‘challenge or problem statement’
• Initial time frame planning and risk assessment
• Team, partner and stakeholder development
• Initial contextual analysis (S.W.O.T. & S.T.E.E.P.L.E.)
• Reviewing existing knowledge and learning from previous work
• Reviewing resources and assets
• Understanding people’s lives: Initial audience(s) profiling and segmentation
• Understanding people’s behaviour(s): Initial behavioural analysis
• Considering the competition
• Examining specific behaviours to focus on and writing initial
behavioural goals
• Reviewing and selecting intervention options and appropriate ‘mix’ (de-CIDES)
• Reviewing potential ethical issues and implications
• Writing a summary ‘Scoping Report’
Developing
• Further partner and stakeholder engagement
• Further audience and behavioural analysis
• Developing a specific intervention or ‘product or service’, drawing
on the four P’s of marketing
Improving lives together
Prof Jeff French • Clive Blair-Stevens
 Product (or service): Core – Actual – Augmented
 Price (cost)
 Place (setting/context)
 Promotion (package)
• Pre-testing / adjusting / refining
• Preparation for Implementation and a potential launch
• Confirmation of the evaluation approach
Prof Jeff French • Clive Blair-Stevens
Improving lives together

Implementing
• Active tracking of initial and ongoing responses
• Opportunity spotting
• Identifying and managing potential threats
• Continued stakeholder engagement and mobilisation
• Information and data capture

Evaluating
• Impact evaluation
• Process evaluation
• Outcome evaluation
• A written draft summary evaluation report

Following-up
• Holding a partner and stakeholder review meeting to consider
the draft Evaluation Report findings
• Active thanking strategies to show appreciation to those who have contributed
• Holding a decision-maker, funder or commissioner meeting
• Capturing and promoting the learning

Total Process Planning

French, Blair Stevens 2005

Scope Develop Implement Evaluate Follow-up