Effectively Communicating the Message

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Effectively Communicating the Message

• January 10, 2005
• Nancy Dubois
• 519.446.3636
• n.dubois_at_utoronto.ca

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Introductions

• Opening Remarks / Welcome
• Introductions Nancy Dubois
• Purpose
• Process
• People
• Place
• Paper

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PURPOSE

• To equip participants with concepts, examples,
  and tools to effectively design health
  communication messages.
• To provide the opportunity to apply these to
  actual campaigns.

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PROCESS

• Introductions Overview
• Health Promotion Health Communication
• Effectiveness
• 12 Step Model
• Audience Analysis
• Channels Vehicles
• Effective Message Design Application
• Evaluation of HC Campaigns
• Summary
• Closing Remarks

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PEOPLE

• Name
• Organization / Program Area
• Memorable message?

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PLACE PAPER

• Washrooms
• Cell phones
• Lunch

• Manuals
• Handouts
• Slides

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The Health Communication Unit

• One of 23 health promotion resource centres in
  Ontario funded by MOHLTC
• Support for health promoters in the areas of
• program planning
• evaluation
• policy development
• sustainability
• health communication
• In the form of Web resources, electronic /
  telephone feedback, on-site consultations and
  central/regional training
• Service Request Form on Web site

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Ontario Health Promotion Resource System

• www.ohprs.ca
• Leads to all resource centres
• Each has a different mandate
• Plus system-wide efforts in needs assessment,
  evaluation, coordination between centres (e.g.
  joint events)

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The Concepts

• Health Promotion
• Health Communication
• Message Development

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Where Communication Fits
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Can health communication campaigns work?

• Most researchers agree that campaigns can impact
  on awareness, knowledge and attitudes.
• However, the research on the major field trials
  over the last two decades (Stanford, Minnesota,
  COMMIT) has fostered skepticism about the effects
  of communications campaigns on actual behaviour,
  either initial adoption of new practices, or,
  more importantly, long-term behavioural change.
• In his recent book, Professor Hornik concludes
  that There is good evidence for the effects of
  public health communication.
• Andreasen, A. 2002. Book review of Public Health
  Communication Evidence for Behaviour Change by
  Robert Hornik. 2002. In Social Marketing
  Quarterly. Vol VIII, No. 3.

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Horniks comments on effectiveness (1)

• Exposure is the key to having a communication
  effect the more exposure, the more effect.
• However, a minimal level of exposure may be
  necessary before any effects can be observed.
  This may explain why the well-known, massive
  trials have not shown dramatic results the
  difference in exposure between intervention and
  comparison sites has not been large enough.
• As reprinted in Andreasen, A. 2002. Book review
  of Public Health Communication Evidence for
  Behaviour Change by Robert Hornik. 2002. In
  Social Marketing Quarterly. Vol VIII, No. 3.

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Horniks comments on effectiveness (2)

• Communication effects can manifest themselves
  along any or all of three pathways
• First they can influence individual behaviours
  directly.
• Second, they can influence the media and opinion
  leaders so as to change social norms.
• Third, policy-makers can be alerted to the need
  for structural changes, which they then bring
  about.
• As reprinted in Andreasen, A. 2002. Book review
  of Public Health Communication Evidence for
  Behaviour Change by Robert Hornik. 2002. In
  Social Marketing Quarterly. Vol VIII, No. 3.

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Recommendations

• More attention should be paid to setting
  realistic, specific and measurable objectives.
• Social marketing concepts should become more
  central to campaigns, which often mention this
  framework but do not integrate it into planning.
• Behavioural theories should be more actively
  applied to campaign designs.

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Rationale

• Stages of Change
• Precontemplation
• Contemplation
• Preparation
• Action
• Maintenance

• Awareness
• Information
• Cognitive
• Behavioural

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Recommendations (cont)

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

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Three Approaches to Health Communication

• Media (Broadcast Narrow-cast)
• Limited involvement
• Appropriate only for certain objectives
• Interpersonal Communication
• May flow from media messages as opinion leaders
  and others share, endorse, etc.
• More involvement
• Events
• Combination of media and interpersonal
• Designed to be newsworthy

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Five Types of Health Communication

• Persuasive or Behavioural Communications
• (which may employ social marketing strategies)
• Risk Communication
• Media Advocacy
• Entertainment Education
• Interactive Health Communication
• Adapted from Maibach and Holtgrave,
• Advances in Public Health Communication
• from Annual Review of Public Health, 1995
  16219-38

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Media Advocacy

• I am now ready to give the answers I have
  prepared for your questions.
• Charles DeGaulle
• Do you have any questions for my answers?
• Henry Kissinger

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E-health

• The use of emerging information communication
  technology, especially the internet, to improve
  health healthcare.
• Tom Eng, 2000
• http//www.participaction.com/whistler2001/pdf/Str
  echer.pdf
• www.shapeup.org

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The 12 Steps to Health Communication Campaigns

• Project Management
• Revisit Your Health Promotion Strategy
• Analyze and Segment Audiences
• Develop Inventory of Communication Resources
• Set Communication Objectives
• Select Channels and Vehicles
• Combine and Sequence Communication Activities
• Develop the Message Strategy
• Develop Project Identity
• Develop Materials
• Implement Your Campaign
• Complete the Campaign Evaluation

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Step Three

• Audience Analysis and Segmentation

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Audience Analysis

• Involves getting to know your audience.
• Allows you to better predict behaviours and
  develop messages that appeal to your audience.
• Consists of the gathering, interpretation, and
  application of
• demographic
• behavioural
• psychographic information.

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Audience analysis helps to

• segment an audience into smaller chunks
• develop priority segments
• select the objectives most appropriate for an
  audience
• select the best channels and vehicles to reach an
  audience
• develop messages that are relevant to an audience
• plan and evaluate more easily.

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Intended audience

• Adults aged 25-45 with 9-13 years of schooling.

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The 12 Steps to Health Communication Campaigns

• Project Management
• Revisit Your Health Promotion Strategy
• Analyze and Segment Audiences
• Develop Inventory of Communication Resources
• Set Communication Objectives
• Select Channels and Vehicles
• Combine and Sequence Communication Activities
• Develop the Message Strategy
• Develop Project Identity
• Develop Materials
• Implement Your Campaign
• Complete the Campaign Evaluation

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Step Five

• Set Communication Objectives

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Objectives

• OUTCOME Are we doing the right things?
• changes in individuals
• changes in the environment
• changes in organizational or society practices
  / policies
• PROCESS Are we doing things right?

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Communication Objectives Worksheet
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Step Six

• Select Communication Channels and Vehicles

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The 12 Steps to Health Communication Campaigns

• Project Management
• Revisit Your Health Promotion Strategy
• Analyze and Segment Audiences
• Develop Inventory of Communication Resources
• Set Communication Objectives
• Select Channels and Vehicles
• Combine and Sequence Communication Activities
• Develop the Message Strategy
• Develop Project Identity
• Develop Materials
• Implement Your Campaign
• Complete the Campaign Evaluation

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Channel

• The fundamental way in which a message is sent
• (via tv, radio, interpersonal communication,
  etc.).

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Vehicle

• A specific way to deliver a message through the
  channel (e.g. psas, ads, presentations, etc.).

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Choosing the right channels and vehicles

• is essential to achieving maximum impact, and to
  reaching the audience on which youve decided to
  focus
• needs to be tied to Step 4 (Inventory) of what is
  available and
• will prevent you from committing resources to
  something that wont help you reach your
  objectives.

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Selecting channels and vehicles is a matter of

• Effectiveness
• Reach
• Cost

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Step Seven

• Combine and Sequence Communication Activities

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Combine and Sequence Worksheet
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Step Eight

• Message Development

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Part of a larger process
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Girls 9-12 CDC

• www.cdc.gov/powerfulbones

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Three Main Message Elements

• The What?
• The So What? (Why now?)
• The Now What?

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Understanding and Using Fear Appeals Based on
work by Kim Witte http//www.thcu.ca/infoandre
sources/Step8MessageDevelopment.htm
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6 Cs of Effective Messages

• Courtesy show concern for the intended receiver
• Clarity compose messages that are easy to
  understand
• Conciseness State what needs to be said in as
  few words as possible
• Concreteness convey a message in precise terms
• Correctness provide accurate details in an
  acceptable format
• Completeness include all pertinent information
• Effective Communication for Colleges 9th ed.
  Brantley Miller

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Message ClarityBody Mass Index Chart
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Message Clarity
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McGuire - Before taking action, audiences must

• Tune in (exposure)
• Attend to the communication
• Like it, maintain interest
• Comprehend
• Generate related cognitions
• Acquire relevant skills
• Agree with the position (attitude change)
• Store new position in memory
• Retrieve of the new position from memory when
  relevant
• Decide to act on the basis of retrieved position
• Act on it
• Integration behaviour into lifestyle
• Recruit others to behave likewise

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4 Rules of Persuasion

• Build logical arguments
• The greater the change you advocate, the
  stronger your case must be.
• Place the strongest parts of your argument
  strategically.
• Cite authorities
• Present all sides of an argument
• Present sufficient detail

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Health Communication Message Review Tool

• The message will get and maintain audience
  attention.
• The strongest points are given at the beginning
  of the message.
• The message is clear (I.e. the audience can
  identify the main message points, including
  topic, incentives, actions)
• The action you are asking the audience to take is
  relatively easy.
• The message uses incentives effectively (more
  than one type, the audience cares about the
  incentives presented and the audience thinks the
  incentives are serious and likely).
• Good evidence for threats and benefits is
  provided.

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Health Communication Message Review Tool

• The messenger is seen as credible source of
  information.
• Messages are believable.
• The message uses an appropriate tone for the
  audience (e.g. funny, cheery, serious, dramatic).
• The message uses an appeal that is appropriate
  for the audience (I.e. rational or emotional).
  If fear appeals are used, the audience is
  provided with an easy solution.
• The message will not harm or be offensive to
  people who see it (even people outside the
  intended audience). This includes avoiding
  blaming the victim.
• Identity is displayed throughout.
• Criteria and review tool are available in
  WORD/PDF format at http//www.thcu.ca/infoandresou
  rces/Step20820Health20Communication20Message2
  0Development.htm

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1. The message must get and maintain attention

• If you dont capture attention, you cannot be
  effective!
• It must also maintain audience attention
  throughout the message and be memorable.
• Different techniques will capture the attention
  of different audiences messages must always be
  tested to ensure they are engaging.

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1. Ways to capture attention

• To make ads
• Attractive
• Interesting
• Entertaining
• Stimulating
• Always apply high quality creative and mechanical
  execution (text, graphics, visuals)

• Consider using
• Parody
• Suspense
• Word play
• Sensuality
• Emotionally involving scenes
• Humour
• Vivid visuals
• Striking statements
• Lively language
• Fascinating facts
• Memorable slogans

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• Noted 68
• Associated 52
• Read Most 75
• Gun provides a clear focal point.
• Text on tag tells a clear story that helps
  readers make an emotional connection.
• Simple, clean design enhances overall readability.

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2. Put strongest points at beginning of message

• The information that is most critical for
  convincing your audience to adopt the recommended
  behaviour should be positioned early in the
  message.
• That way, audiences who lose interest or become
  otherwise distracted will still have the
  opportunity to process some key points.

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3. The message must be clear

• Can the audience identify the main message
  points?
• The actions you are asking them to take (Now
  What?).
• The incentives or reasons for taking those
  actions (So What?).
• Evidence for the incentives and any background
  information or definitions (What?)
• Elements that can help or hinder clarity
• language (vocabulary, lingo) and reading level
• pace/speed
• amount of content (avoid trying to cram in too
  much)
• background (text, graphics, music, etc.) and
• repetition.

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3. Use of Statistics

• Statistics should be used with caution in
  messages.
• Most people overestimate the risk of things like
  care and airplane accidents, but underestimate
  things like strokes and heart attacks.
• People also tend to underestimate the cumulative
  probability that an event will occur (e.g. the
  odds of wrecking a car by the time you are 18 if
  you drive under the influence several times per
  year), even if they correctly understand the odds
  that the event will occur on any one occasion.

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4 The action you are requesting is reasonably
easy.

• Sometimes a behaviour is not acceptable to the
  audience because it takes too much effort and
  sacrifice.
• This can be overcome by presenting easier
  behaviours that have fewer barriers and are more
  easy and appealing.
• From Atkin, C. Theory and Principles of Media
  Health Campaigns. In Rice, R. Atkin, C. (Ed.).
  Public Communication Campaigns. 3rd Ed. 2001.

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4 The action you are requesting is reasonably
easy (2)

• The key is to be aware that target behaviours can
  be arranged along a continuum according to
• degree of time,
• effort,
• money,
• psychological, and
• social costs.

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4 The action you are requesting is reasonably
easy (3)

• For example, abstinence has not been very
  effective for alcohol, tobacco and drugs.
• Instead, you might promote modestly demanding
  behaviours such as sign a pledge card or
  abstaining just during a drug-free week. 
• There are also other responses that might be
  targeted, such as awareness, knowledge, beliefs,
  values and attitudes that will lead to the focal
  behaviour.
• From Atkin, C. Theory and Principles of Media
  Health Campaigns. In Rice, R. Atkin, C. (Ed.).
  Public Communication Campaigns. 3rd Ed. 2001.

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4 The action you are requesting is reasonably
easy (4)

• Having role models demonstrate the behaviour can
  also increase audience confidence that the
  behaviour is easy to perform.
• Providing solutions to barriers that have been
  expressed by the audience can help make the
  behaviour easier for the audience.
• Not all barriers can be addressed this way
  however, in many cases, the actual environment
  must be modified.

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5. Make effective use of incentives

• Creating a persuasive health communication
  message involves more than simply asking the
  audience to do what you want.
• You must explain to them why they should be
  interested in changing their behaviour.
• There are different kinds of incentives for
  changing behaviour
• Physical
• Economic
• Psychological
• Moral-Legal
• Social
• Incentives can be for or against a behaviour
  (why or why not).

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6. Provide Good Evidence for Threats and
Benefits

• You must provide credible evidence that threats
  (associated with not doing the behaviour) and
  benefits (of doing the behaviour) are real and
  likely.
• They must also be convinced that the behaviour
  you recommend will actually alleviate the threat
  discussed.

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6. Provide Good Evidence for Threats and
Benefits (2)

• This can be challenging since different types of
  evidence works with different audiences.
• For example, audiences that are already
  interested in the topic respond to expert quotes,
  documentation and statistics, and audiences that
  are not involved are more likely to respond to
  dramatized case examples and testimonials.

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7. The messenger must be a credible source

• The messenger is the model appearing in message
  who delivers information, demonstrates behavior,
  or provides a testimonial. The source messenger
  is helpful in attracting attention, personalizing
  abstract concepts by modeling actions and
  consequences, bolstering belief formation due to
  source credibility, and facilitating retention
  due to memorability.
• Above information presented by Dr. Chuck Atkin
  at 2000 Special Topics, THCU workshop).

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Typical Categories of Messengers

• Celebrity (famous athlete or entertainer)
• Public official (government leader or agency
  director)
• Expert specialist (doctor or researcher)
• Organization leader (hospital administrator or
  executive),
• Professional performer (standard spokesperson,
  attractive model, or character actor)
• Ordinary real person (blue-collar man or a
  middle-class woman)
• Specially experienced person (victim, survivor,
  or successful role model)
• Unique character (animated, anthropomorphic, or
  costumed).
• Above information presented by Dr. Chuck Atkin
• at 2000 Special Topics, THCU workshop).

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Selection of Messengers

• In selecting the appropriate messenger, the
  crucial factor is which component of influence
  model needs a boost. For example,
• celebrities help draw attention to a dull topic,
  
• experts enhance response efficacy,
• ordinary people heighten self-efficacy,
• victims convey the severity of harmful outcomes,
  and
• victims who share similar characteristics of the
  audience should augment susceptibility claims.
• Atkin (1994) provides an elaborate discussion of
  strengths and weaknesses of various types of
  messengers
• Above information presented by Dr. Chuck Atkin at
  
• 2000 Special Topics, THCU workshop).

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Selection of Messengers

• No one messenger is always superior.
• A doctor may communicate trust and expertise in
  one campaign, and be perceived as boring in
  another.
• While celebrities are often seen as trustworthy,
  they are much more effective when they have
  personal experience with the issue.
• Atkin, C. Schiller, L. The Impact of Public
  Service Advertising. In Shouting to be heard
  Public service advertising in a new media age.
  February 2002. Kaiser Family Foundation

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Diffusion of Innovations
Late adopters Macro level ES policy
Early adopters Media individual Change programs
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Credibility

• Messenger credibility is enhanced by
• Power
• Perceived expertise
• Perceived honesty
• Attractiveness
• Being similar to the target audience

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8. Messages must be believable

• Messages must be realistic.
• They should not make extreme claims or use
  extreme examples.
• Avoid highly dramatic episodes.
• Do not provide misleading information
• The audience must believe the information is
  accurate.
• When in doubt, use a serious tone it is the
  safest.

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9. Use an appropriate tone
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9. Use an appropriate tone

• Dont preach or dictate
• Serious tone is safest if not too boring or
  bland.
• Be careful with humour test it first!

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FEAR

• ParticipACTION
• Dont run for the bus you might not make it.
• The average 45 year old Canadian is as fit as
  the average 60 year old Swede.

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10. Use an appropriate appeal

• Rational appeals work with audiences that are
  already interested in your topic (Atkin 2001).
• Emotional appeals work better with audiences that
  are not already interested in your topic.
• If you frighten the audience, be sure to give
  them an easy way to alleviate the threat.
• Avoid making your audience anxious, without a way
  to reduce the anxiety or they will block out the
  message or do the behaviour you dont want them
  to do, even more.

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Type of Appeal

• Ethical
• Positive
• Negative

• Rational
• Emotional
• Humour
• Fear
• Compassion

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11. Do not harm the audience

• It can be difficult to control who is exposed to
  the message it may unintentionally reach
  audiences it wasnt intended for.
• Therefore, ethically, developers must consider
  the views of anyone who might encounter the
  message.
• This is mainly a problem for negative messages
  that use threats or fear appeals.

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11. This includes avoiding victim blaming

• Complicated behaviours like smoking, eating,
  exercising, drinking are not always simple
  personal choices.
• Be sensitive to the role of an individuals
  environment.
• Help them to overcome their environment.
• Dont assume it is their fault and all their
  responsibility.

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12. Display identity throughout

• A campaign identity includes a name, a
  positioning statement or copy platform, a logo, a
  slogan, and possibly other images.
• Identity distinguishes, defines and synergizes.

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Project Identity

• Defines
• Distinguishes
• Synergizes

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Key Elements of an Identity

• Name
• Positioning Statement or Copy Platform
• Logo
• Images
• Other Considerations

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Identity amplifies the impact of a campaign

• It helps people to remember the key campaign
  messages because they can connect discrete
  messages with each other.
• It stimulates more conversation and comment
  (particularly important for behaviour change
  campaigns).
• In time, the unifying features could come to
  represent the messages and the image of the
  campaign, leading people to immediately recall
  the key campaign messages when the symbol is
  presented.

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12. Use a strong slogan

• It should prominently and concisely capture the
  main idea.
• Examples
• A little more, a little more often.
• Get around the block
• You only have to take it regularly, not
  seriously.

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FINAL DECISION   q       Use q       Lose q      
Adapt
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Application Task

• Use the Message Review Checklist to critique the
  sample products you have brought
• Need others to look at?
• Share key insights

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• Noted -34
• Associated -33
• Read Most -22
• Headline over photo (difficult to read).
• Monocromatic pictures least pleasing to people.
• Less attracted to models with parts (ears, etc.)
  not showing.
• After seeing photo, people look down (missing
  headline).

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Principle 7

• When everyone zigs, its time to zag.
• Principles, like rules, are made to be broken.
  Just make sure, however, that when you break the
  rules, you do so knowingly and with good reason.

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• Noted 3
• Associated 6
• Read Most 11
• Traditional design (eye-catching picture, with
  headline below, followed by text) flows readers
  through ad.
• Text set in serif font and two-columns maximizing
  readability.
• Response mechanisms correctly placed where
  readers look after absorbing centre bottom.

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• Noted 15
• Associated 16
• Read Most 47
• Picture pays off headline, so headline is
  positioned at top of ad as initial focal point.
• Colour photo is eye catching and contributes to
  tragic story.
• Copy is legible and compelling with few words.

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Step Twelve

• Evaluation

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Why Campaigns Fail (1)

• For the large majority of individuals who are not
  receptive to performing the desired health
  behaviour, there are a series of resistance
  barriers at each stage of response to campaign
  messages.
• Most elemental problem is the inability of the
  campaign to reach the audience and attain
  adequate exposure to the messages (due to either
  low volume or design elements).
• From Atkin, C. 2001. Impact of Public Service
  Advertising Research Evidence and Effective
  Strategies. Project conducted for Kaiser Family
  Foundation.

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Why Campaigns Fail (2)

• Other barriers
• Misperception of susceptibility to negative
  outcomes
• Deflection of persuasive appeals
• Denial of applicability to self
• Rejection of unpalatable recommendations
• Perception that messages are offensive,
  disturbing, boring, stale, preachy, confusing,
  irritating, misleading, irrelevant,
  uninformative, useless, unbelievable, or
  unmotivating.
• From Atkin, C. 2001. Impact of Public Service
  Advertising Research Evidence and Effective
  Strategies. Project conducted for Kaiser Family
  Foundation.

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Why Campaigns Fail (3)

• Some messages may produce boomerang effects that
  run counter to the campaign objectives or that
  undermine other health practices
• Alarming statistics or portrayals of
  misbehaviours or victims may normalize behaviour
• Portraying behaviour as risky may appeal to
  risk-takers in the audience
• Forbidden fruit might sell the fruit
• Highly threatening appeals may backfire without a
  strong efficacy component
• Exaggerated claims may undermine credibility
• From Atkin, C. 2001. Impact of Public Service
  Advertising Research Evidence and Effective
  Strategies. Project conducted for Kaiser Family
  Foundation.

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Why Campaigns Fail (4)

• More boomerang effects
• Emphasis on negative outcomes may produce
  desensitization
• Audiences may shift problems. For example, if
  adolescents are successfully scared away from
  marijuana, they may drink more heavily. If
  teenage drinkers adopt the heavily promoted
  designated driver program, non drivers may drink
  more heavily. If teenage drivers are convinced
  that safety belts will protect them, they may
  drive faster and suffer high-speed crashes.
• From Atkin, C. 2001. Impact of Public Service
  Advertising Research Evidence and Effective
  Strategies. Project conducted for Kaiser Family
  Foundation.

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Why Campaigns Fail (5)

• Many organizations that sponsor campaigns (and
  designers) succumb to various temptations
• Regarding focal segment as ignorant or misguided
• Righteous
• Extremist (promoting behaviours that are
  unpalatable to audience)
• Too politically correct (staying within tight
  boundaries of propriety to avoid offending
  authorities or interest groups)
• Seeking to impress colleagues
• Emphasizing fancy design over solid content
• From Atkin, C. 2001. Impact of Public Service
  Advertising Research Evidence and Effective
  Strategies. Project conducted for Kaiser Family
  Foundation.

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Why Campaigns Fail (6)

• Many campaigns simply do not follow good campaign
  planning and design procedures that are known to
  be the absolute minimum requirements for a
  successful campaign.
• Even well-designed campaigns are often
  unsuccessful if you dont follow basic best
  practices (such as THCUs 12-step process), you
  dont have a hope of being effective.
• Consider the following study.

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Why Campaigns Fail (7)

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

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Three Types of Evaluation

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

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Formative Evaluation Questions

• Audience Analysis
• Who needs or wants our service?
• Who cares about our issue?
• How can we reach them?
• Pre-testing
• Did people understand?
• Is information accurate, attractive, credible?

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Process Evaluation Questions

• Planning
• Was the money spent well?
• Did the timeline work?
• Monitoring/Tracking Implementation
• How many?
• Who did we reach? How did they respond?
• Media coverage?
• Did we act in the right way?

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Summative Evaluation Questions

• Short Term
• Who responded?
• What was the impact?
• What changes in knowledge/attitudes occurred?
• Long Term
• What are the benefits compared to the
  costs/other program alternatives?

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Evaluation the 12 Steps
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Interactive On-line Workbook to build your
Campaign
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Closing Remarks

Evaluation Form
Questions
Comments

• Reflections
• Process
• Outcome

Thank yous