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UNIT 4: AUDIENCE ANALYSIS AND SEGMENTATION, , SBCC FOR EMERGENCY ©, PREPAREDNESS, IMPLEMENTATION KIT, , Unit 4 provides guidance on how to analyze, select and segment priority and influencing audiences. Obtaining, information about the demographics, geography, knowledge, values, aspirations, beliefs, media habits and emotions, of the audience in relation to the emergency can help identify the most important groups of people to target for, , the communication response. This process also supports the design of messages and activities that resonate with, the intended audiences and the selection of the most appropriate communication channels and approaches for a, , successful intervention., , Having completed this unit, you will have the following tools to assist you in developing messages and activities for, , the communication response., , * Worksheet 4.1: Identifying Priority Audiences, , + Worksheet 4.2: Exploring Ideational Factors, Barriers and Facilitators for Intended Audiences, , What are Audience Analysis and Segmentation?, Audience analysis is a process used to explore and identify the priority and influential audiences of an SBCC, , intervention., , Priority Audience, , Priority audiences are those whose behavior the intervention aims to change. They are not necessarily those who are, most affected by the problem. Rather, they are those whose change in behavior will most likely achieve the program, goal. For example, children may be most affected by a cholera outbreak, but their caregivers’ behaviors may be what, needs to change to bring the outbreak under control., , Influential Audience, , Influential audiences are the populations who, interact with the priority audience to influence, their behaviors. Influential audiences can, therefore support the desired behavior change, in the priority audience. Examples include, religious and community leaders who can, influence men in a community; mothers-inlaw who can influence young mothers; health, care providers whose attitude and behavior, can influence those who attend their clinics., Both primary (i.e., priority) and secondary, , (ie, influential) audiences are important for, promoting behavior change., , Audience Segmentation, , An important component of audience analysis, is segmentation. This involves dividing a large, audience population into smaller subgroups, of individuals, based on a set of similarities, such as needs, behaviors, values and other, characteristics, in order to design tailored and, thus more effective activities and messages., , Find more information on How to Do an Audience Analysis at http:, how-do-audience-analysis and How to Do an Audience Segmentation at htt,, , guides/how-do-audience-segmentation., , , , >, Who Is the Primary Audience?, , Primary audiences are those whose behavior change will be more likely, , to lead to the desired outcome of an SBCC intervention. Below are two, fictional examples to illustrate this point., , Example 1: A situation analysis during an Ebola outbreak highlighted, , the fact that traditional leaders were promoting unsafe burial practices, and encouraging communities to practice them as well, rejecting, recommendations for safe burials. As a result, the unsafe burial practices, led to the further spread of Ebola among community members. Although, leaders were not the most affected by the virus, they constituted the, primary audience of the communication response as changing their beliefs, around burials practices to promote safe burials would considerably, contribute to curbing the outbreak., , Example 2: Following a natural disaster, large populations of displaced, people were provided with shelter in a refugee camp. Despite food, distributions, children remained severely malnourished. A needs, assessment revealed that mothers were unable to feed their children, correctly because the husbands would take the food and sell it on the, market to buy local beer. Although children were the most affected by, malnutrition and mothers were the primary caregivers and fed the children,, the communication response targeted men to encourage them to use the, food from distribution correctly for the health of their children., , NS, , , , , , J, , www.thehealthcompass.org/how-to-quides,, ://www.thehealthcompass.org/how-to, , , Unit 4: Audience Analysis and Segmentation, , 78
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Why are Audience Analysis and Segmentation Important?, , Audience analysis allows for an in-depth understanding of the characteristics, needs, values, aspirations and behaviors, of the intended audience. As such, audience analysis supports the development of activities, materials, messages, , and the selection of communication channels that resonate with the audience and that are more likely to lead to the, desired changes in behavior., , For this to be effective, large audiences sometimes need to be segmented. Although an audience can be defined, with one word that encompasses all those belonging to that group, within that audience there are often subgroups, of individuals with different characteristics and needs. Through audience segmentation these differences can, , be captured, appropriate strategies can be designed and the most critical subgroups for the success of the SBCC, intervention can be targeted. To highlight the importance of audience segmentation, Table 5 below provides an, example of how one audience category can be subdivided into different groups with different communication needs., , Table 5: Examples of Audience Segments and Their Communication Needs, , , , , , Audience: Men between the ages of 15 and 49, , , , , , , , PN eerste ey CH ee Re Tema) leer eed, , Living in an urban setting vs living in a rural Available channels of communication and their popularity, lifestyles and, setting literacy levels may be different in rural and urban areas., , Educated vs not educated Communication materials and activities will need to be tailored differently, , depending on the literacy level of the audience., , , , Younger (ages 15 to 24) vs older (ages 24 to 49) | The types of activities, messages and communication channels that resonate, with 15- to 24-year-olds are likely to differ from those that resonate with 25to 49-year-olds., , , , Employed vs not employed Activities to reach employed and unemployed men will differ, as will the type, of messages that resonate with them., , , , Men who already practice the desired behavior | Those who already practice the desired behaviors may need reinforcing, vs men who do not messages, while those who do not practice them may need incentives and, factual information about why the desired behavior benefits them., , , , , , , , , , Key Steps for Effective Audience Analysis and Segmentation, , 1. Identify Priority Audiences, Identify Knowledge, Attitudes and Practices, Identify Barriers and Facilitators, , Consider Audience Segmentation, , i a, , Identify Influencing Audiences, , Identify Priority Audiences, , The information obtained from working through Unit 2: Rapid Needs Assessment will provide helpful insights into, potential intended audiences for the communication response. Countries can start to identify all potential groups, of individuals who may be affected by the problem or who have control over factors that cause or aggravate the, emergency prior to it occurring. Countries can then expand and refine this information using additional data from, primary and secondary research conducted during the emergency., , It is important to note that, for an SBCC strategy to be effective, it is not feasible to target all potential audiences, as, this would likely reduce impact. Only the audience or audiences whose behaviors it is the most important to change in, order to reduce the outbreak must be targeted. These audiences will be the focus of the interventions and are referred, to as primary or priority audiences. The number of priority audiences will depend on the number of groups of people, whose practice of specific behaviors significantly impacts the problem., , , , Unit 4: Audience Analysis and Segmentation 79
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The priority audience may be a group of people who is directly affected by the problem, or it may be a group of, people who has an influence over how the problem evolves. It is important to analyze the available data and take, into consideration potential audiences at the different levels of the socio-ecological model (discussed in Using SBCC, and Communication Theories in Emergencies). It is likely that, for a comprehensive strategy that addresses the, emergency effectively, audiences along several levels of the social-ecological model will need to be targeted., , , , «Pp Tips for Selecting Intended Audiences, , * Use available secondary and primary research data to explore potential audiences. This practice supports an, evidence-based selection of priority and influencing audiences., , * Use epidemiological evidence to identify those most affected and most at risk of the issue causing the, emergency., , * Consider audiences along the socio-ecological model who can greatly impact the problem. Individuals,, community leaders and organizations, health providers, policy makers and authorities can all have an important, part to play in bringing the emergency under control., , * Keep vulnerable groups in mind. Socially marginalized groups may be at greater risk of the problem due to their, living conditions, fragile health and inadequate access to facilities and information., , , , Exercise: Identify Priority Audiences, , Worksheet 4.1 has been designed to help with the selection of the priority audience or audiences. It provides a list, of questions and considerations to apply to the available data and analyze it in ways that allow capturing important, details about potential priority audiences. Once the audiences have been selected, it is important to understand the, behaviors they currently practice and what they know and feel about the desired behaviors that will help curb the, emergency., , Please note that some of the worksheets in this section are accompanied by a completed example. The completed example, will likely include information about an emergency that during an actual event might not be immediately available. This, was done to illustrate the full range of information to inform a strategic communication response. As more data becomes, available, update this worksheet., , , , Unit 4: Audience Analysis and Segmentation 80
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SBCC FOR EMERGENCY ., PREPAREDNESS, IMPLEMENTATION KI, WORKSHEET 4.1: IDENTIFYING PRIORITY AUDIENCES, , Purpose: This worksheet will help analyze data from the rapid needs assessment to identify the priority, audiences for the communication response to the emergency., , Directions: Use data from the rapid needs assessment and secondary research (Unit 2) or other primary, and secondary research to complete this worksheet, as this will support an evidence-based selection of, priority audiences. Where possible, complete this worksheet in collaboration with key stakeholders to, stimulate information sharing and obtain a more complete picture of potential priority audiences., , Please note that this worksheet is followed by a completed example that you can use as reference if, necessary., , Problem causing the emergency:, , , , , , 1. During an emergency,, which groups of people, would be most affected, by the emergency?, , , , 2. Which of the identified, audiences, if any, would, be particularly, vulnerable?, , , , 3. Which groups of people, have control over, factors that would, cause or aggravate the, emergency?, , , , , , 4. Out of the groups identified in Questions 1, 2 and 3, what behaviors do they need to change to impact the, outbreak? How important is that change for the reduction of the emergency, and how likely are the audiences to, change those behaviors? Rate each area from 1 (least) to 3 (most) importance., , , , Importance of each behavior for, , , , , , , , , , , , Audience Behaviors that need to change to reduce the reduction of the outbreak, outbreak, a. 2 3, Insert audience, 1 2 3, 1 2 3, 1 2 3
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SBCC FOR EMERGENCY ., PREPAREDNESS, IMPLEMENTATION KI, , WORKSHEET 4.1 IDENTIFYING PRIORITY AUDIENCES (Continued), , Insert audience, , Insert audience, , Insert audience, , , , , , 5. In which geographical areas are the audiences mostly located?, , , , Insert Audience Insert Audience Insert Audience Insert Audience Insert Audience, , , , , , 6. How large is each audience group in the area of intervention? Use estimates if exact data is not available, , , , Insert Audience Insert Audience Insert Audience Insert Audience Insert Audience, , , , , , 7. Who controls/influences the behaviors of each audience group or the resources required for behavior change?, , , , Insert Audience Insert Audience Insert Audience Insert Audience Insert Audience, , , , , , , , , , , , , , , , , , Adapted from How to Do an Audience Analysis: http://thehealthcompass.org/how-to-guides/how-do-audience-analysis
