Design Archives

Introduction

What is a Brand and Why is Branding Used in SBCC?

Branding is a marketing technique that has been successfully used in the commercial sector for years to sell products and services. The brand is the idea or promise made to the consumer to distinguish the product or service from its competition. It is expressed in names, terms, logos, symbols or designs.[1] Brands help to define quality, build awareness and recognition, and help the consumer form long-term relationships with products and services. Some of the most globally successful commercial companies – like Coca-Cola® and Apple® – have the most recognized and respected brands.

Branding also can be used successfully in social and behavior change communication (SBCC) programs to help intended audiences adopt and maintain desired behaviors. Behaviors, such as exclusive breastfeeding, taking public transportation or adopting a family planning (FP) method, can all be branded to make the behaviors more appealing to audiences. SBCC programs can be branded, as can public sector health services.

In Ghana, the GoodLife campaign branded a variety of healthy behaviors, linking those behaviors to happines and a “good life.” Through a set of branded activities and materials, audience members understood that adopting behaviors like using oral rehydration solutions (ORS) and zinc, sleeping under a bednet or adopting an FP method, would lead to a better life.

In Egypt, the Gold Star Quality Program branded high-quality FP services. The program worked with FP providers to ensure quality, then promoted certified clinics as sites for high-quality services. Formative research showed that clients associated high quality with a gold star. So, a gold star appeared on each accredited clinic and all promotional materials as a mark of quality.

A brand strategy is created to develop a brand. One of the first components that informs a brand strategy is audience insight.

What is Audience Insight?

Audience insight refers to an understanding of the emotional motivations and needs of the audience. An insight goes beyond descriptive demographic data, such as age, gender or income level, and describes a key piece of information about how the audience feels in relation to a specific product, service or behavior.

An audience insight statement is comprised of two fundamental components:

1. A summary of the understanding of the audience’s identified needs

2. The key problem they have faced trying to fulfill this need

The truth® Campaignwas built on the insight that most American youth who smoked were motivated by a desire to rebel against their parents and other authorities. Based on this insight, the campaign challenged youth to seek the truth about the dangers of smoking and to question the credibility of big cigarette companies. This insight fundamentally changed the nature of anti-smoking campaigns, which had historically only focused on ‘smoking kills’ and other fear-based messaging not informed by audience insight.

Why is Audience Insight Important to Branding?

Understanding the audience’s emotional motivations for current and intended behavior is an important element of branded strategies. While people may adopt a new behavior in part for the functional benefits — exclusive breastfeeding is free and can take place anywhere, a condom prevents sexually transmitted infections — it is usually the emotional connection to a service, product or behavior that builds and sustains behavior. Understanding an audience’s emotional needs is often what enables program designers to create an emotional ‘hook’—something that catches and holds onto the consumer—that is typically communicated through a brand.

The commercial sector has recognized building emotional connections between consumers and brands as critical to distinguishing successful brands from their competition. Some of the most globally recognizable and successful brands have been informed by key audience insights. Brands have based their success on the strong emotional bonds built with consumers after gaining the right audience insights. Insights also can help social marketers and SBCC specialists build branded strategies that promise how the branded product, service or behavior will meet the needs of the intended audience in ways that others do not.

At more than one century old and as one of the most recognizable brands in the world, Coca-Cola® is an expert on audience insight. While ‘happiness’ and ‘sharing’ have always been staples of their brand image, Coca-Cola® recently used new audience insight to put a twist on these brand image staples. Coca-Cola® ran its “Share a Coke” campaign in more than 50 countries. Each country’s bottles and cans were customized to the country’s local culture and language, with the most popular names in each region printed in place of the company’s moniker. Coca-Cola® set out to use the “Share a Coke’ campaign as a way to connect and engage with teens. Its research showed that while teens loved that Coke was big and iconic, many felt the company was not talking to them at their level. They wanted to feel a personal connection with the brand. The insight worked and Coca-Cola® achieved a 2 percent increase in soft drink sales, increasing consumption from 1.7 to 1.9 billion servings per day during the campaign period.

Who Develops Audience Insight?

Include some or all of the following when conducting the audience insight: project managers, creative team members (from the project team and/or from creative agencies), representatives from the priority audience and technical experts who are knowledgeable about the health problem, such as nurses, community-based organization/non-governmental organization members, and other key community leaders and stakeholders. Also consider hiring a market research firm with special expertise in research methodologies used to understand consumer needs.

When Should Audience Insight Be Developed?

Audience insight is a component of the audience analysis and should be done at the same time. Start the audience analysis and audience insight process immediately following the situation analysis, after all of the key facts have been identified for the overall health or social problem. Audience insight development also can take place when a decision is made to develop a brand strategy.

[1] P. Kotler, N. Lee. Social Marketing: Influencing Behaviors for Good. Sage Publications, Los Angeles, CA, 2008.

Learning Objectives

After completing the activities in the audience insight guide, the team will be able to:

Identify relevant audience insights
Summarize insights in an audience insight statement

Estimated Time Needed

If all of the necessary information is available in the audience analysis, audience insight should only take a day. If additional research is needed, plan for at least two to three days to plan, conduct and analyze the research.

Prerequisites

Steps

Step 1: Review the Audience Analysis to Identify Audience Needs

Review the following information from the audience analysis:

Demographic data (age, gender, employment status, marital status)
Psychographics (beliefs, attitudes, aspirations, values, norms)
Current behavior related to the product, service or behavior
Determinants of current behavior
Perceived functional and emotional benefits and barriers to product, service and behavior
Media habits

Using the information from the audience analysis, answer the 6 Ws of Choice questions (below). In answering these six key questions (Who? When? Where? What? Why? and Why not?), focus on the most important physical, emotional and functional needs (see Needs chart below) the audience has related to the product, service or behavior being branded.

6 Ws of Choice
Who are we trying to reach?	Describe their: Socio-demographics Psychographics Current behavior as it relates to product, service or behavior
When is the product/service/behavior consumed, purchased, performed?	Is the product, service or behavior planned or unplanned? Why? Is the product, service or behavior something that is used or performed on a short-term or long-term basis? Why? What are the specific occasions that the product/service/behavior is used or performed?
Where does the audience use or perform the product/service/behavior?	Where does the audience purchase the product or service? Why? Where does the audience consume, use or perform the product/service/behavior? Why?
What are the other options that may substitute for this product, service or behavior, such as, what else is in this category?	What does the audience think are other options for the product/service/behavior? What does the audience think are the benefits of the other options?
Why do they use the promoted product/service/behavior they use?	What are the functional attributes the product/service/behavior must have? What are the physical needs the product/service/behavior must meet? What are the emotional needs the product/service/behavior must meet?
Why Not? Why don’t they use the promoted product/service/behavior?	What are the key functional attributes not offered by the product/service/behavior the audience currently uses? What are the key physical needs that are not being met by the product/service/behavior audience members currently use? What are the key emotional needs not being met by the product/service/behavior audience members currently use?

These 6 Ws of Choice also will help the team identify any gaps in the audience analysis. To understand the audience’s needs and develop the audience insight, these gaps will need to be filled. If the audience analysis does not have all of the needed information, conduct audience research to fill the gaps. Some techniques to consider include:

Qualitative research techniques (interviews, focus group discussions, ethnographic observation)
Analysis of social media content relevant to the program or brand, such as online forums and Facebook and Twitter discussions
Analysis of the perceived meaning of the brand’s packaging and advertising
Audience observation
Marketing research surveys, such as Usage & Attitudes (U&A)

The kinds of questions asked when conducting qualitative research should be tailored to the program, health area and audience, but the following are key components to consider:

Psychographics	Aspirations, values, belief systems, people the audience trust, people they see as authority figures, people they view as untrustworthy
Motivators and Barriers	Feelings about the desired behavior, reasons not to engage in the behavior, reasons to engage in the behavior, how family and friends think and feel about the desired behavior
Media Habits	Entertainment practices, use of various kinds of media, where and when, feelings about media use, barriers to media use, media use by peers and family
Lifestyle	How the audience spends their time, where and with whom, role models
Supporting product or service around the behavior	How the audience engages with the product—does the product packaging appeal to them and why?; who do they believe the product is for?; would the product make it more likely for them to perform the behavior (such as using a breast pump for breastfeeding mothers)?

If resources and time allow, consider hiring a market research firm to help conduct audience research. The European Society for Opinion and Market Research (ESOMAR) publishes a directory of market research firms, some of which might operate locally.

Step 2: Categorize and Prioritize the Needs

Categorize the needs identified through the 6 Ws of Choice process by type:

Physical needs
Functional needs
Emotional needs
- Self-expressive needs
- Social needs

Each type of need is further defined in the table below.

If several needs have been identified, prioritize by determining which two to three needs are the most representative of the audience. Be sure to include at least one key emotional need.

Type of Need	Definition	Example
Physical Need	Basic, fundamental requirements to stay healthy.	Exclusive breastfeeding provides enough nutrition for the baby.
Functional Need	Needs that are met by the attributes of the product, service or behavior.	To exclusively breastfeed her infant for six months, breastfeeding must be easy to do.
Emotional Need – A psychological or mental need that involves the understanding, empathy and support of one person for another.
Self Expressive Need	Defined by how the consumer wants to be seen by others.	Because she wants to be viewed as someone who knows and does what is best for her child, she exclusively breastfeeds for six months.
Social Needs	Occur when the consumer has an emotional need to fulfill a functional need of someone else.	To keep her baby healthy, she exclusively breastfeeds for six months.

Step 3: Summarize the Key Need

The key need is the one need above all others that the campaign will focus on. Based on the prioritized needs identified, determine which is the key need. Summarize the key need for the audience in a short statement. Using the format from the examples below, fill out the Need portion of the Insight table (See Templates for an Insight Table Template).

Example: Sarah is a young, new mother living in a peri-urban area with her husband’s family. Sarah is the intended audience for a campaign on the benefits of exclusive breastfeeding. From the audience analysis and 6 Ws of Choice, the team identified the following possible key needs:

Need 1:

*The Insight*
The Need	The Problem
Sarah needs exclusive breastfeeding to be easy for her to do (physical)

Need 2:

*The Insight*
The Need	The Problem
Sarah needs her mother-in-law to view her as a good mom (emotional)

Step 4: Identify the Key Problem to Complete the Insight Statement

Identify a problem that audience members face while trying to meet the key need listed above. Focus on a problem that the brand might be able to resolve. If several problems are identified, agree on one that is the most relevant to the stated need. (The audience analysis data might also identify which problem has been indicated more frequently and by a larger proportion of the intended audience.)

Summarize the problem in a short, succinct statement. Combine it with the key need to form the insight statement, as in the examples below.

Example 1:

*The Insight*
The Need	The Problem
Sarah needs exclusive breastfeeding to be easy for her to do (physical)	But to be successful at breastfeeding, most first-time moms need help and support that is not always accessible.

Example 2:

*The Insight*
The Need	The Problem
Sarah needs her mother-in-law to view her as a good mom (emotional)	But the older generations in Sarah’s country believe that supplementing with water or formula is best for the baby

The insight statement should be used throughout the development of the brand strategy. Continue to Brand Strategy Part 2 to use this insight statement to define the brand category and develop a position statement.

Templates

Audience Insight Template

Samples

GoodLife Initiative Brief

Experience Change with Happy Dampatti

External Resources

http://www.qrca.org

http://www.esomar.org

Tips & Recommendations

Only real audience insight can help determine how to position a product, service or behavior.
Attaching a brand to an emotional need felt by consumers has proven to be very successful in sustaining the brand.

Glossary & Concepts

Audience insight is the identification and refinement of audience perceptions, motivations and needs relevant to a behavior, product or service. Often, the audience is not even aware of these [perceptions], motivations and needs.

A brand is a name, term, sign, symbol or design (or a combination of these) that identifies the maker or seller of a product or service, the line of products or services, or the SBCC campaign. The brand tells the audience what they can expect from the product, service, or behavior. It also distinguishes the product, service or behavior from its competition.

Emotional needs are a consumer’s needs that relate to his/her feelings and internal motivation. Examples may include social status, power and success.

Functional needs/attributes are a consumer’s important needs that are addressed through the features of the product, service or behavior. Examples could include affordability, ease of use or enhanced pleasure.

The key need is the one need above all others that the campaign will focus on, whether physical, emotional, or functional.

Physical needs are the basic, fundamental requirements for a human being to stay healthy, such as rest, water, food and shelter.

Self-expressive needs are a type of emotional need defined by how the consumer wants to be seen by others.

Social need is a type of emotional need that exists when the consumer has an emotional need to fulfill a functional need of someone else.

Resources and References

Resources

The DELTA Companion: Marketing Made Easy

References

Evans, Douglas W., Hastings, Gerard. Eds. Public Health Branding: Applying Marketing for Social Change. London. Oxford University Press. 2008

Evans, Douglas W. ed. Psychology of Branding. Nova Science Publishers, Inc. New York, NY 2013.

Gobe, Marc. Emotional Branding: The New Paradigm for Connecting Brands to People. New York, NY Allworth Press. 2001

Kotler, Philip, Lee, Nancy. Social Marketing: Influencing Behaviors For Good. Third Edition. California, Sage Publications. 2008.

Population Services International. The Delta Companion.

Population Services International. The Delta Companion. “Audience Insight”

Ritaccio, Gail. The Needs of a Segment Should Drive Design. Greenbook. The Guide for Buyers of Marketing Research. Online March 2014.

Weinreich, Nedra Klein. Hands-on Social Marketing: A Step-by-Step Guide. California. Sage Publications, 1999

Introduction

A stakeholder workshop is one way to engage stakeholders – those who are affected by, have a direct interest in, or are somehow involved with the problem identified during the situation analysis, and gatekeepers – those who control access to people or resources needed – when developing a social and behavior change communication (SBCC) strategy. The program team invites stakeholders and gatekeepers to a short workshop to seek their input on the proposed program or to achieve consensus.

Why Conduct a Stakeholder Workshop?

Engaging and receiving input from stakeholders and gatekeepers is critical to the success of an SBCC program. Conducting a stakeholder workshop helps the program team understand the context for the program and receive support from key players. The purpose for a workshop will depend on what the program team needs from stakeholders and gatekeepers. A stakeholder workshop can be held to:

Validate situation analysis findings;
Fill information gaps identified during the situation analysis, program analysis or audience analysis;
Better understand the problem, audiences and context;
Begin to prioritize audiences, challenges to address and communication channels;
Develop campaign concepts or messages; or
Ensure buy-in by directly engaging stakeholders.

Who Should Conduct a Stakeholder Workshop?

Members of the program team should organize and conduct the stakeholder workshop. Team members should consider whether other stakeholders, such as government counterparts, should be involved and at what level of the planning process.

When Should a Stakeholder Workshop Be Conducted?

A stakeholder workshop should be conducted after reviewing and organizing data collected during the situation analysis, program analysis and audience analysis.

Learning Objectives

After completing the activities in the stakeholder workshop guide, the team will:

Guide stakeholders in reaching consensus on the problem and vision.
Collect more complete or in-depth information about the health problem, people affected/implicated and context by working with stakeholders.
Understand stakeholder-based insights that help inform the selection of audiences, messages, activities and communication channels.

Estimated Time Needed

Preparing for and completing a stakeholder workshop can take up to one month. Although the workshop itself may only take one day, preparation can take several weeks. There are many tasks that should be conducted prior to the actual stakeholder workshop, i

Prerequisites

Steps

Step 1: Set the Goal and Objectives

The workshop goal should determine its design and who is invited to participate. The program team should clarify exactly what is needed from stakeholders. A workshop to obtain stakeholder buy-in or consensus might look very different from a workshop to fill information gaps. Break the workshop goal into concrete objectives to achieve during the workshop.

Goal	Fill information gaps related to the priority audience and how best to reach them.
Objectives	Increase understanding of the specific sexual and reproductive health (SRH) needs of married youthIncrease knowledge of the best ways to meet the SRH needs of married youthIdentify priority channels and actions for reaching married youth

Step 2: Agree on Roles and Responsibilities

Determine what tasks (responsibilities) need to be accomplished prior to and during the workshop. Decide who will oversee workshop preparation and implementation, handle logistics, prepare presentations and reference materials, facilitate workshop sessions, invite participants, take notes and summarize findings, and handle any other workshop-related activities.

Develop, follow, and update a work plan that outlines roles and responsibilities, deadlines and status to ensure everyone knows their roles and stays on track (see templates for planning tool).

Step 3: Identify Stakeholders and Gatekeepers to Invite

Consult with program staff to identify stakeholders and gatekeepers to invite. Participants should include those who know something about the issue or are affected by it (stakeholders) and those who control access to people or resources needed (gatekeepers). Seek an optimal number and diversity of participants for accomplishing workshop objectives. Having too many or too few participants can make it more difficult to get the depth and breadth of input needed. A suggested maximum number would be no more than 60 and a minimum of 20 to ensure meaningful participation by everyone while having enough diversity and representation to get full and complete input into the process. Identifying the right stakeholders and ensuring their full participation can be the difference between a successful and unsuccessful workshop. The chart below lists common types of stakeholders and gatekeepers, and what type of information or perspective they are likely to provide.

Who	Information or perspective they are likely to provide	Sample information
Program Staff and Managers	Project direction, duration, and limitations.	The focus of the project should be on increasing the use of long acting FP methods
Technical or Topic Specialists, including health workers or service providers	Up-to-date and accurate information on the health issue.	Accurate information on which FP methods are locally available.
Funding Agency Representatives	Budget allowances, restrictions and limitations for the project.	Information on funds available for a project.
Local Ministry Representatives	Up-to-date information about ministry policies and priorities.	Information on current funding for family planning and policy requirements for health facilities.
Local Leaders, including traditional and religious leaders	Community and religious level barriers or facilitators that encourage or prevent the audience from adopting positive health behaviors.	Information about community events that could be utilized for health promotion.
Audience Representatives, including those who influence the priority audience	Actual knowledge, attitudes and practices of the audience, as well as information on language, terminology, and time restrictions.	Information about what to call FP so that it is acceptable to the audience.
NGO Representatives	Current projects that may be operating in the same area.	Information about a project that could collaborate on the vision.
Researcher/Evaluator	Current research and evidence of current knowledge, attitudes and practices.	Information about trends in FP use.

Step 4: Prepare for the Workshop

Develop a reasonable budget based on the purpose of the workshop and the likely number of participants. The budget will guide other workshop preparations, including venue selection and length of the workshop.

In preparation for the workshop, the program team should:

Determine the dates and duration of the workshop well in advance so that participants can plan accordingly. The duration depends on the local situation but should be a minimum of one day and could be a maximum of 3 days depending on the scope of the agenda and input required.
Locate and reserve a venue that meets workshop needs, including price, location, and size. Consider whether it should be a residential workshop, held at a local hotel, or at a project office building. This depends on the local situation. A residential workshop away from the capital city ensures full participation by all attending since they cannot easily slip away to their office. However, an offsite venue may make it difficult for higher-level officials to attend. Often the participation of high level officials are key at the opening and the closing so they buy into the objectives of the workshop, acknowledge its importance to the participants by their presence, and endorse the recommendations at the end.
Draft an agenda that will move the group through the workshop objectives. Think about workshop formalities and norms. For example:
- Who needs to open the workshop.
- When tea and lunch are usually served.
- Whether participants observe prayer time at the beginning of the workshop or during the day.
- What time participants typically arrive and leave.
- Whether participants tend to be late or punctual.

Rarely does a workshop move as expected so be sure to budget extra time for delays. Set time limits for presentations and discussions.

Step 5: Invite Stakeholders and Gatekepers

Write an invitation letter and decide who should send out the invitation. For example, it may be necessary for the invitation to be made through the head of the ministry. Be sure to budget enough time for approval and signature. Include information on the project, the goals to be achieved and the importance of the workshop. Remember to include the dates, location, per diem or travel information (if it will be provided), and contact information.

Send out the invitation letter in advance to allow participants to plan accordingly. Follow up two or three days before the workshop to ensure participants still plan to attend.

Step 6: Organize and Prepare Workshop Resources and Presentations

Summarize the relevant situation analysis, audience analysis and program analysis findings. Use flipcharts or PowerPoint to prepare an overview of the findings. Tailor the presentation to the participants and the workshop objectives. Materials and very brief summaries of the key points can be sent to the participants for review before the workshop. Prepare the presentations in a way that ensures maximum participation and include only the information needed to achieve the objectives. Initial findings may be presented in large group discussion formats followed by small working groups with participants selected before the workshop to achieve mixed representation. These groups should include a member of the organizing agency(ies) to ensure that the group understands the task and keeps on track. Groups will then select their person(s) to report back to the plenary.

The team should prepare the following materials to be given to participants:

Copy of the presentation(s)
Agenda
Draft literature review or situation analysis, where feasible and appropriate
Worksheets or other forms to be completed during the workshop
Other resources that would facilitate workshop goals and objectives

Step 7: Confirm Workshop Logistics

Prior to the actual workshop, take time to confirm that all logistics are in order.

Confirm dates, time and food arrangements with the venue
Ensure adequate space, ventilation, lighting, and tables and chairs
Ensure technical equipment (e.g., computer, projector, screens, microphones and speakers) is available or other arrangements are made
Arrange for other workshop equipment and supplies as needed (e.g., notepads, pens, whiteboard and markers)
Gather participant and facilitator materials (e.g., PowerPoint presentations and handouts)
Finalize and print the workshop agenda
Confirm attendance of participants, facilitators and speakers
Prepare information for payments to the vendor or, if providing it, per diem for participants

Step 8: Set Up the Workshop

On the day of the workshop, arrive early to ensure the venue is set up appropriately and the technology is working. Have a back-up plan in case the technology fails. Lay out any supplies or materials that may be needed during the days so that they are easily accessible for the facilitators and participants.

Step 9: Open the Workshop and Introduce the Purpose

Create a participatory atmosphere and set clear expectations from the beginning to save time and help ensure success.

Open the workshop with any formalities and by introducing the topic, purpose and objectives.
Invite participants to introduce themselves to each other. Consider who is present in the room and how participants interact with each other. Introductions can be done in various forms including fun icebreakers (see Resources for facilitation tips), having participants interview each other and then introduce their new friend but stating their name and three key point of professional and personal information about them (e.g. likes/dislikes, hobbies, something no one know about them, etc.)
Review the agenda, elicit participant expectations, and agree on workshop norms. Clarify if any expectations are outside the scope of the workshop. Provide space for participants to contribute. Participant expectations and workshop norms are best determined by a brainstorming session with comments written on flipcharts and having the participants agree on the lists at the beginning of the workshop. These are posted on the walls in the room and referred to throughout the workshop if the norms are violated. The expectations are again reviewed at the end of the workshop and participants can decide if the expectations were met.

Depending on the goal(s) of the workshop, the emphasis might be on step 10, 11, or 12.

Step 10: Present and Refine Problem Statement and Shared Vision

Ensure that stakeholders and gatekeepers understand the problem statement and agree that the stated problem should be addressed. Incorporate useful suggestions for better stating the problem.

After the problem has been agreed upon, present the draft vision that guided the desk review. Let participants know that the ultimate vision must be theirs, then invite and document their input. Finalize the shared vision with them.

Step 11: Present and Validate Findings

Present a brief overview of key findings from the desk review. Then present and discuss in detail with participants the issues of concern which relate to the objectives of the workshop (e.g., “Who does the problem affect?” “What is currently being done about the problem?”).

Step 12: Gather Stakeholder and Gatekeeper Input

Conduct discussions and activities needed to achieve the goal of the workshop. The questions to be answered or gaps to be filled need to be clearly stated so the groups understand the specific task or problem they are to address. Try to vary the techniques used to present information and gather participant input. Look at creative techniques for brainstorming, large group discussions, or small group work. Small group members should have been pre-selected to ensure that there is equal representation of all levels and organizational affiliation. This will help keep participants engaged (see Resources for more specific information on participatory approaches).

Discussions and activities will depend on the purpose of the workshop, for example:

Purpose	Discussion	Activities
To understand the context	Gather contextual information about the community or society that impacts the health problem or the people affected by it. Explore how the SBCC effort and communities/ systems/ programs can interact to improve the health situation.	Small task groups with group presentations; Harvesting; Community case studies; Open-ended stories
To prioritize audiences	Get advice on which audiences to prioritize and on the communication channels they prefer. Present potential audiences and engage stakeholders in determining which are the priority and influencing audiences the SBCC strategy must address.	Mapping; Small task groups; Relationship strings exercises; Ranking, rating, and sorting
To validate communication challenge	Discuss the causes identified and whether there should be any intervening steps. Verify that the root cause is truly a root cause, and that it is something that can be addressed by the stakeholders.	Root cause analysis; VIPP discussion; Flow diagrams
To gather information on and prioritize available communication channels	Gain input on how best to reach the likely audiences, including: How the audiences prefer to be engaged on health issues (e.g., interpersonal, community, mass media). The audiences’ access to various forms of media (e.g., television, community, social). Current health communication efforts and communication resources that are potentially available to the SBCC effort.	Partner discussion then share; Brainstorming; Ranking, rating, and sorting

Step 13: Summarize Findings

After the workshop is complete, organize what was learned or confirmed during the workshop. It may be helpful to draft a report to summarize the information. See the Samples section for a sample report. Use findings from the stakeholder workshop to inform additional qualitative research and, subsequently, the strategy design of the SBCC campaign.

Templates

Stakeholder Engagement Plan Template

Stakeholder Analysis Matrix

Template for Stakeholder Engagement Plan

Stakeholder Mapping Tool

Stakeholder Workshop Planning Template

Samples

(S)BCC National Stakeholder Alignment Workshop

Sample Internal Stakeholder Workshop Agenda and Moderator Guide

Stakeholder Interview Script

Stakeholder Mapping Tool

Sample Stakeholder Meeting Agenda

ARH Stakeholder Workshop Meeting Summary

Responding to the HIV-related Needs of MSM in Africa: Workshop Guide

CSP Creative Meeting Programme Agenda

CSP Creative Workshop Report

Tips & Recommendations

Draw on the experience, expertise and insights of the stakeholders and those who have worked on the topic before. Set aside your own beliefs and values and keep an open mind to learning.
The Social Ecological Model of human development provides a system for thinking about who the stakeholders might be at the individual, family and peer, community and society levels, and their roles.

Glossary & Concepts

Stakeholders are those who are affected by, have a direct interest in or are somehow involved with the health problem.
Gatekeepers are those who control access to the audience.
Audience is any group of people whom the SBCC strategy might choose to reach, using various communication channels.
Priority audience refers to a group of people whom the SBCC practitioners have decided are the most important group to address, in order to reduce the size of the health problem through behavior change.
Influencing Audience refers to those people who have the most significant and direct influence (positive or negative) over the priority audience.
Root cause analysis is a systematic process for uncovering the ultimate causes of the health problem.
Harvesting is a list building activity where a facilitator breaks participants into small groups, then asks each group for examples of what they learned about a topic.
Community case studies: A case study is a description and analysis of a specific situation or issue from a local perspective. This can be presented in a form that is most comfortable to the community. The purpose of a case study is to increase knowledge and understanding of any given community situation, and to generate information for initial analysis, generation of baselines, or to review issues and activities.
Mapping: Community mapping focuses on maps produced by the group to assist with planning, assessing change, constructing community/institutional profiles, monitoring or evaluation. The aim is to find out what people know, and how they see their own territory and situation. This allows insight into local perceptions, and the process of group work opens opportunities for discussion and rapport-building.
Relationship strings exercise: In this exercise, participants stand in a circle holding a handful of strings. Each person hands one end of a string to somebody she has links to and repeats the process. This produces a web of strings that shows relationships, bonds, and conflicts.
Ranking, rating, and sorting exercise: These simple tools provide information about preferences and choices, making them among the most useful and adaptable. The tools provide insight to individual or group decisionmaking, and identify the criteria that people use to select certain items or activities. As well as demonstrating needs and priorities, the exercises can be repeated at different phases of a development process to monitor changes in preference. The process itself facilitates discussion and analysis.
VIPP discussion: a people-centered approach to planning, training and other group events. It combines techniques of visualization with methods for interactive learning. At the core of VIPP is the use of a large number of multi-colored paper cards of different shapes and sizes on which the participants express their main ideas in large enough letters or diagrams to be seen by the whole group. The clustered cards are photographed, scanned or photocopied for each participant as a collective memory.
Flow diagrams: This method of problem analysis illustrates relationships between situations, problems, and their causal relationships on a flow diagram, or web, of inter-connected text blocks or sketches. It is useful to analyse and prioritise local perceptions of problems, relationships surrounding problems, possible causes and potential solutions.
Open-ended stories have either the beginning, middle or ending of a relevant story, purposely left out. The participants discuss what might happen in the part of the story that has been purposely omitted. Usually, the beginning will tell a story about a problem, the middle will tell a story about a solution, and the end will tell a story of an outcome. The purpose is therefore to facilitate discussion within the group, explore problems and solutions, and identify people with ideas and skills.
Small task groups: Break participants up into smaller groups and assign them a task to complete. Have them report back to the larger group after completing the task.