Changing Transportation Behaviours: A Social Marketing - FCM

AUTHORS» Jay Kassirer MBA CMRP Social marketing consultant, trainer and web-publisher» François Lagarde MA Social marketing consultant, trainer and adjunct professor (University of Montreal)Recommended citation: Kassirer, J. & Lagarde, F. (2010). Changing transportation behaviours - A socialmarketing planning guide. Ottawa (Canada): Transport Canada.© Cullbridge Marketing and Communications, 2010The permission from the Canadian Blood Services to reproduce or adapt parts of a guide written by François Lagarde forthe Council for Donation and Transplantation (CCDT) is much appreciated.PERMISSION TO REPRODUCECullbridge and Transport Canada grant permission to copy and/or reproduce the contents of this publication for personaland public non-commercial use. Users must reproduce the materials accurately, identify both Transport Canada andCullbridge as the source and not present theirs as an official version, or as having been produced with the help or theendorsement of either Transport Canada or Cullbridge.To request permission to reproduce materials from this publication for commercial purposes, contact:Jay Kassirerkassirer@cullbridge.com(613) 224-3800REVIEWERSThe authors wish to thank the following individuals who generously provided their input on the guide:» Claude d’Anjou, Executive Director, Mobiligo» Sameer Deshpande, Associate Professor ofMarketing, Faculty of Management and Centerfor Socially Responsible Marketing,University of Lethbridge» Beth McKechnie, Workplace TDM ProgramCoordinator, Resource Conservation Manitoba» Philippe Morin, communication agent,Voyagez Futé» Jenyfer Neumann, TDM Coordinator, City ofNew Westminster» Judy Yack, TDM Coordinator, Public WorksPlanning, Transportation, Region of Peel» Jim Mintz, Director, Centre of Excellence forPublic Sector Marketing

How to use this GuideIs this guide for you?If you want to influence transportation choices, this guideis written for you.Perhaps you are a TRANSPORTATION PLANNER orTDM SPECIALIST, a PROGRAM MANAGER taskedwith changing travel behaviours, or an INTERESTEDCITIZEN. You may be working on a very small or largeprogram. This guide has been designed to help you focuson practical first steps and explore additional socialmarketing considerations.What’s inside?The guide breaks planning into eight steps, one chapterper step. The Dashboard Overview provides a one-pagesummary of all eight planning steps.1. Form a Planning Team looks at rallying colleagues(staff, volunteers, consultants) to benefit from theirexpertise, experience, networks and future support.credibility of your messages, and facilitate access toyour audiences.7. Pre-Test and Pilot Test describes ways to keepchecking with reality as you develop your program, toensure it will work and improve its cost-effectiveness.8. Implement and Improve Continuously looks at howto ensure your program stays on track, evaluate impactand lessons learned, and increase cost-effectivenessover time.Piece Together Your Social Marketing Plan containsblank planning worksheets for your convenience.The Resources chapter at the back of the guiderecommends both online and print sources for furtherinformation on each step.Worksheets2. Determine the Focus, Behaviours and Audienceshelps you concentrate your efforts where they willproduce the greatest impact.3. Gather Information discusses the types ofinformation you’ll want to find, in order to identify andprioritize the audience segments, benefits and barrierson which to focus.4. Set Objectives provides a framework for developingrealistic and measurable targets.5. Develop the Strategy looks at how to methodicallyovercome key barriers and make particular travelbehaviours more fun, easy and popular.6. Establish Partnerships discusses partnering withorganizations that share the same interests and goals, toreduce barriers, increase benefits, improve theFilling in the blank worksheet(s) associated with a planningstep is one of the easiest and fastest ways to work throughthat step, record your insights and conclusions, and sharethem with others.3

The guide’s worksheets walk you through each step,provide quick access to the key questions to ask, and linkto associated recommendations for further details.Five Canadian transportation case studies are usedthroughout this guide to illustrate the social marketingplanning process. At each step, you’ll find sampleworksheets, filled out with information from one or moreof the case studies. You’ll also find quotes from theirmanagers, describing their experiences with each step andthe outcomes achieved.Using this guideYou don’t have to follow every word or chapter in thisguide to start benefiting from it. For example:• Use the “In Short” sections as checklists forfollowing the community-based social marketingapproach.• Draw on the worksheet questions andaccompanying recommendations, whenfacilitating meetings or prompting yourcolleagues on key planning issues.• Use sections of the guide to assess or improveelements of your current initiatives.• Integrate some of the chapters or worksheets intoyour organization’s planning processes.4

Table of ContentsGlossary ............................................................................................................................... 6Introduction .......................................................................................................................... 8Case Study Examples........................................................................................................ 10Dashboard Overview.......................................................................................................... 121. Form a Planning Team................................................................................................... 132. Determine Focus, Behaviours and Audiences .............................................................. 173. Gather Information (Formative Research)..................................................................... 214. Set Objectives ................................................................................................................ 325. Develop the Strategy...................................................................................................... 356. Establish Partnerships.................................................................................................... 457. Pre-test and Pilot Test.................................................................................................... 488. Implement and Improve Continuously ............................................................................ 53Piece Together Your Social Marketing Plan...................................................................... 61Resources .......................................................................................................................... 75Appendix ............................................................................................................................ 795

GlossaryCommunity-based social marketing (CBSM) is a formof social marketing that emphasizes direct contact amongcommunity members and the systematic removal ofstructural and other barriers to action (like unsafepathways or a lack of shower facilities). CBSM also usesa set of "tools" (like prompts or obtaining a commitment)which have been identified as particularly effective inbringing about change; while each of these tools canpromote changes in travel behaviours on its own underthe right conditions, they are most effective when usedtogether. 1Communication channels are the various media throughwhich messages are transmitted to their intendedaudiences (see a list of these in the Appendix).Marketing mix consists of the four Ps of Marketing:“getting the right product, at the right time, at the rightplace, with the right price and presented in the right way(promotion) that succeeds in satisfying buyer needs.” 2A. Product means:• the travel behaviour you are promoting to youraudience – for example, cycling to work orschool (what you want them to do) – this is whatyou’re selling 3• tangible products or services offered to support1McKenzie-Mohr, D.http://www.toolsofchange.com/en/programs/communitybased-social-marketing/2Cannon, T. (1992). Basic marketing: Principles andpractice (3rd ed.). London: Cassell.3In many cases you won’t be selling anything for moneyand your participants won’t be buying with money.However, the concepts of buying and selling can still behelpful in distinguishing what your participants areattracted to (why they will participate) vs what you arepromoting (why you are running your program).this behaviour change – for example tire pressuregauges, showers at work, traffic safety courses orbike repair clinics (how you’ll help them do it);and• the benefits the audience will experience as aresult – for example, time and cost savings,pleasure and fitness (what they want from doingit) – this is what they’re buying.B. Price refers to monetary and non-monetary costs thatthe target adopters have to bear and the barriers theyhave to overcome – for example, increased trip time,inconvenience, and safety concerns.C. Place refers to the locations and environments whereyour audiences will learn more about, try out and/orcontinue doing the travel behaviour. Are these placesconvenient, safe and pleasant?D. Promotion ensures that your audiences know whatyou are offering them, believe they will experiencethe stated benefits and are inspired to act.Segmentation is the process of dividing a mixed(heterogeneous) audience into smaller groups consistingof more similar (homogeneous) individuals, based on howthey would likely respond to a particular marketing mix. 4You might, for example, choose to focus a walkingprogram on those living within a kilometre of theirschools, workplaces or nearest transit station. You mightthen further segment these people by age, or into thosewho are interested in walking more and those who arenot.Social marketing is "a process that applies marketingprinciples and techniques to create, communicate, anddeliver value in order to influence target audiencebehaviours that benefit society (public health, safety, the4Adapted from Maibach (2002), Kotler & Lee (2008) andMyers (1996). See the Resources chapter, in the section forchapter three.6

environment, and communities) as well as the targetaudience." 5 It involves designing the walking / cycling /carpooling (etc.) experience so that it is truly attractive toyour audiences and meets their needs. This requires thewhole process of analyzing your audiences and context,and addressing all components of the marketing mix, notjust the promotion component or simply an advertisingcampaign.Social media is a group of Internet-based applications(like Facebook and Twitter) that allow the creation andexchange of user-generated content. 6 This is differentfrom social marketing, although you will find somepeople confusing the two. The term social marketing wasin use long before the emergence of social media. Socialmarketing involves designing a broad strategicframework, in which social media are a group ofcommunication channels among many alternatives.Transportation Demand Management (TDM) is awide range of policies, programs, services and productsthat influence how (mode), why (purpose), when (time),whether (substitutes), and where (destination) peopletravel to make travel behaviours more sustainable. Themain types of TDM measures are education, promotionand outreach, and travel incentives and disincentives.These are complemented by sustainable travel options andsupportive land use practices. 75Kotler, P., Lee, N. & Rothschild, M. in Kotler, P. & Lee,N.R. (2008). Social marketing: Influencing behaviors forgood (p.7). Sage.6Kaplan, A.M. & Haenlein, M. (2010). Users of theworld, unite! The challenges and opportunities of SocialMedia. Business Horizons, 53, 59-68.7Transport Canada. TDM definition, overview andrationale. Retrieved January 6, 2010 fromhttp://www.tc.gc.ca/programs/environment/utsp/tdmintro.htm#what_is_tdm.7

IntroductionHow effective is social marketing atinfluencing travel choices?This guide is written to help you influence transportationchoices, like cycling, walking or rollerblading to work orschool, teleworking, switching trips to off-peak hours, andusing public transit and car-pooling. We use acommunity-based social marketing approach, because it isproven, methodical, evidence-based and pragmatic.Social marketing has developed a strong track recordworldwide for its effectiveness at influencing a widerange of behaviours for both personal and public good. InCanada, the USA, Europe and Australia, for example,dozens of communities have decreased the modal share ofparticipant 8 car trips by 8% to 15% and overall vehiclekilometres travelled (VKT) by up to 5%, and havesignificantly increased walking, cycling and transit use,by following most or all of the social marketing planningsteps and principles outlined in this guide. 9Community-based social marketingThe term community-based social marketing (CBSM) was8This is the change in the percentage of all trips made by eachmode of transport, by participants in the programs only (i.e. notfor entire communities).9Based on data from:• Möser, G. & Bamberg, S. (2008). The effectiveness ofsoft transport policy measures: A critical assessmentand meta-analysis of empirical evidence. Journal ofEnvironmental Psychology, 28, 10-26• Tools of Change case studies and case study webinars(www.toolsofchange.com,www.webinars.cullbridge.com)• UKERC’s Technology and Policy Assessment team(2009).www.ukerc.ac.uk/Downloads/PDF/09/0904TransAwarenessMktg.pdfcoined by Dr. Doug McKenzie-Mohr 10 . CBSM is a formof social marketing that emphasizes direct contact amongcommunity members and the systematic removal ofstructural and other barriers to action, since researchsuggests that these approaches are often most likely tobring about behavioural change.CBSM also uses a set of "tools" which have beenidentified as particularly effective in bringing aboutchange. While each of these tools can promote healthyand/or sustainable behaviour on its own under the rightconditions, the tools are most effective when usedtogether. These tools include, for example, norm appeals,obtaining a commitment, prompts, and feedback andrecognition.The five critical elements of CBSM are:Selecting the travel options and behaviours on which youwill focus (chapter two in this guide)Identifying the related barriers and benefits (chapterthree)Developing and piloting a program to overcome thesebarriers and to promote these benefits (chapters four toseven)Implementing the program across a community (chaptereight)Monitoring, evaluating and improving the effectiveness ofthe program on an ongoing basis (chapter eight)Beyond information, communication andpromotionFor decades, practitioners in the health, environment andcommunity-based fields have explored ways to persuade10Mckenzie-Mohr, Doug (1997). Promoting a SustainableFuture: An Introduction to Community-Based Social Marketing.National Round Table on the Environment and the Economy.8

individuals to adopt a range of behaviours. 11 In theprocess, we have learned that information alone is usuallyunlikely to change behaviours. As shown in the diagrambelow, you can get some people to change their behaviourjust by providing information (“tell me / show me”), butonly if barriers to doing the action are relatively low,there’s some personal motivation to do the action, and theaudience is simply unaware of the action and its benefits.For example, when a new cycling trail is built, it maychoices exist, that individuals are aware of and want touse them, and that key barriers to doing so have beenreduced.Social marketing is a systematic approach for doing this.In other words, it helps us research, design and thenpromote travel choices so that they are attractive,competitive, easy and popular. 13 It uses a wide range ofstrategies, including policy measures, to affect the relativeTHE PLACE OF SOCIAL MARKETING IN THE CONTINUUM OF BEHAVIOUR CHANGE INTERVENTIONS 12InterventionapproachInformation:“Tell me / show me”Social marketing:“Help me”Law:“Make me”Context forinterventionBarriers are lowPersonal motivation existsSome barriers existPersonal motivation existsBarriers are highBehaviours are entrenchedAudience is unawareonly take getting the word out for people to start using it.Much more often, however, people face real barriers tochanging their travel behaviours. For example, a lack ofshower and change facilities or a fear of bicycle theft atwork may make it impractical for some to cycle there,even with a new path. For others, the main concern maybe personal safety or inclement weather. While suchbarriers may be shared by certain groups of people, otherbarriers are as individual as fingerprints. Further, manypeople enjoy the flexibility and comfort of their cars. Andeveryone is influenced by family members, neighboursand colleagues. More often than not, these barriers andinfluences outweigh the good intentions of those whomight otherwise change their travel habits. That’s whenthe “help me” approach becomes necessary.The only way to find out about and overcome theseinfluences and successfully engage these additionalpeople is to learn more about them and what’s competingwith our calls to action. We need to ensure that attractivealternative and competitive sustainable transportationattractiveness and cost of each option. Community-basedsocial marketing in particular stresses overcomingstructural and other barriers. In practice, this meanscreating better walking and cycling networks, andimproving transit services, as well as engaging people tooptimize their personal travel decisions.All this may seem daunting at first. However, it is more amatter of being systematic than allocating vast quantitiesof resources or time. In fact, whether an organization hasextensive resources or operates on a shoestring, it isalways wise to ask hard questions and gather solidinformation on which to base strategic decisions beforespending (limited) resources. Taking more upfrontplanning time usually pays off in the end by reducingimplementation time and costs and producing betterresults. This is why social marketing is gainingmomentum with a growing constituency of professionalsat all levels, many of whom are operating with smallbudgets. 1411Kotler, P. & Lee, N.R. (2008). Social marketing: Influencingbehaviours for good. Sage.12Adapted from: Rothschild, M. L. (1999). Carrots, sticks andpromises: A conceptual framework for the management ofpublic health and social issue behaviors. Journal of Marketing,63, 24-37.13Adapted from William A. Smith: Make it fun, easy andpopular – Source: Smith, W.A. (1999). Marketing with nobudget. Social Marketing Quarterly, 5(2), 6-11.14Deshpande, S., & Lagarde, F. (2008). International survey onadvanced-level social marketing training events. SocialMarketing Quarterly, 14(2), 50-66.9

Case Study ExamplesThis chapter introduces the five Canadian case studiesthat are used throughout this guide to illustrate each stepof the social marketing planning process. The programscome from a range of settings – including school,workplace, small town and large city.#1: Carrefour Financier Solidaire’s (CFS) EmployeeProgram is a great model for small businesses. Since thefall of 2007, Montréal's Carrefour Financier Solidaire(CFS) has been rewarding employees for choosing moreenvironmentally friendly ways of getting to work, whileat the same time making it easier to do so. The CFSconsists of eight social and economic developmentinstitutions with 130 employees in 2009. Fondaction, thelargest of these, had 78 employees at that time. AtFondaction, in the first two years of the program, themodal share for single occupant vehicles decreased by15%, from 72% of all trips to 57% of all trips; transit andcarpool use increased correspondingly. The number ofindividuals commuting by active transportation has tripledin summer time.#2: Green Communities Canada’s (GCC) Active &Safe Routes to School program is used as an example inall of the planning-step chapters in this guide, to helpbuild continuity between chapters. It is a comprehensivecommunity-based program that taps into the increasinglyurgent demand for safe, walkable neighbourhoods. Theprogram promotes the use of active and efficienttransportation for the daily trip to school, addressinghealth and traffic safety issues while taking action on airpollution and climate change. National-level activities,conducted by Green Communities Canada (GCC),provide resources, tools, information and links for schoolsand communities to create their own unique Active &Safe Routes to School programs. This case study willfocus on the introduction of the program’s School TravelPlanning initiative, with viewpoints from the national,provincial, municipal and school levels. The school isGlenayre Elementary, located in Port Moody, BritishColumbia, with 395 students from kindergarten to gradefive.www.saferoutestoschool.ca/www.sd43.bc.ca/elementary/glenayre/http://ethipedia.net/len/node/117610

#4: Whitehorse Moves, launched in 2004, was one of theeight community-based programs funded by TransportCanada’s Urban Transportation Showcase Program todemonstrate ways of reducing greenhouse gases emittedfrom transportation activities. The City of Whitehorse is amodern, northern community with a population ofapproximately 26,000 people. The program resulted in a10% increase in the number of households that had atleast one member of the household walk or cycledowntown. In addition, downtown commuters increasedtheir frequency of cycling and walking (between Apriland October).http://www.tc.gc.ca/eng/programs/environment-utspcasestudy-cs66e-tdm-808.htmhttp://www.tc.gc.ca/eng/programs/environment-utspwhitehorse_final-803.htm#3: University of Victoria’s Travel Choices TDMprogram serves a total population of 23,500 (19,000students, 4,500 employees). It offers a range of initiativesthat encourage a shift to using transportation other thanthe single-occupant vehicle (SOV). The objective is toultimately decrease the number of vehicle trips to thecampus and reduce both traffic and the amount of landresources required to accommodate parking associatedwith growth.http://web.uvic.ca/sustainability/TransportationTravelChoices.htmhttp://web.uvic.ca/security/parking/index.html#5: Winnipeg’s WinSmart Showcase, launched inNovember 2006, was another of eight community-basedprograms funded by Transport Canada’s UrbanTransportation Showcase Program. It included a range ofmeasures including the construction of a new activetransportation path, the introduction of real-timeelectronic bus departure information, and a new park andride facility. Also included was a Community-BasedTravel Marketing pilot that contacted 2,200 householdsusing the individualized marketing model. Thesemeasures were remarkably successful in bringing aboutmodal shifts despite Winnipeg’s harsh winter weather andentrenched car-culture.http://www.tc.gc.ca/eng/programs/environment-utspwinnipeg-804.htm11

Dashboard Overview1) Form a Planning Team» Form a knowledgeable and influential planningteam.» Establish an efficient schedule for the planningprocess, balancing the time needed to carry outthe steps properly while maintaining goodmomentum.2) Determine Focus, Behaviours and Audiences» Determine the unique focus, transportationbehaviours, and key audiences for your initiativebased on solid information.» Make the rationale and focus of your initiativevery clear.» Be as specific as possible in terms of the modalchanges / changes in transportation behavioursthat your primary audience would adopt if youare successful, and the measures that secondaryaudiences (e.g., decision-makers and influencers)could adopt to influence or support your primaryaudience.3) Gather Information (Formative Research)» Identify, learn about, and segment your keyaudiences based on existing and new research.» Prioritize and choose the segments, barriers andbenefits on which to focus.» Identify opportunities and challenges, includingwith what and/or whom are you competing.» Learn from similar programs and existingresearch on similar audiences, and then check ifthese findings apply to your target audiences.4) Set Objectives» Set S.M.A.R.T. (specific, measureable,attainable, relevant and time-sensitive)objectives.5) Develop the Strategy» Base your strategy on a solid foundation. Useyour answers from chapter three as guides.» Make the behaviours attractive, competitive,easy and popular.» Develop a strategy that methodically overcomesthe key barriers and highlights the benefits thatare most relevant to your specific audiencesegments, ideally through personal interaction.» Mind your Ps (product, price, place andpromotion). This will most likely involve not justcommunicating messages but also creatingconditions more conducive to adopting thedesired behaviour.» Make synergistic use of the proven tools ofchange (such as Norm Appeals, Prompts, Wordof Mouth, and Obtaining a Commitment).6) Establish Partnerships» Establish mutually beneficial partnerships withorganizations that could adopt a range ofmeasures or policies to address barriers orprovide additional resources, increase thecredibility of your messages, and facilitate youraccess to audiences.» Draw up a written partnership agreement.7) Pre-test and Pilot Test» Pre-testing is necessary to ensure that specificelements of the program are ready for pilottesting.» Pilot testing is necessary to ensure that theprogram works and to measure and improve itscost-effectiveness.» In both cases, refinement may be required.» During pre-testing and pilot testing, compare anumber of approaches so you can learn moreabout the strengths, weaknesses and cost-benefitsof each.8) Implement and Improve Continuously» Plan for ongoing monitoring and evaluation.Improve continuously.» Before starting your program, set a baseline (seechapter four) and select one or more control orcomparison groups.» Innovate and compare approaches on an ongoingbasis, so you can increase cost-effectiveness overtime.» Monitor some measures frequently to ensureyour program stays on track.12

1. Form a Planning TeamThis chapter looks at rallying colleagues (staff, volunteers,consultants) to benefit from their expertise, experience,networks and future support. You may simply consult withthem or you may invite them to join a formal planningteam that can help coordinate and deliver your program.The case studies provide examples of the types of peopleyou might want to include on your team.In shortForm a knowledgeable and influential planningteam.Establish an efficient schedule for the planningprocess, balancing the time needed to carry out thesteps properly, while maintaining good momentum.Note for small programs 15RecommendationsNote: The letter beside each recommendation belowcorresponds with the worksheet section to which it applies.A. Planning team membersWhile some practitioners may be able to plan alone forrelatively small programs, you will generally benefitfrom involving staff, volunteers and consultants whojointly have a good understanding of:i. Where the program fits into theorganization’s mission, vision and plans, andthe ability of the organization to respond toincreased demand for services, if applicable.ii.iii.iv.Basic TDM, social marketing, behaviourchange and communications principles, aswell as best practices.Key audiences, including various linguisticand ethno-cultural segments, as well asmarket research your organization or othershave conducted.Previous and current initiatives of keystakeholders relevant to the transportationissue.v. Partners to give credibility to the intervention,provide access to audiences or various typesof resources.Use Worksheet 1 to organize and summarize yourdecisions. 16vi.vii.Organizational policies and practices.Financial commitments and ability of theorganization to access funding sources, ifnecessary.15Note for small programs: Throughout this guide look fornotes like this one, highlighting the sections most relevantto you. We strongly encourage you to think through eachof the guide’s eight planning steps – even if you don’t spendmuch time on all of them. In this chapter, don’t misssections A and B.16The worksheets used in this guide have been adaptedfrom Lagarde, F. (2004). Worksheets to introduce somebasic concepts of social marketing practices. SocialMarketing Quarterly, 10(1), 36-41.Ensure that individuals whose approval is crucial(those who have the authority to actually say “yes,let’s proceed”) are involved as early and as often aspossible so that everyone shares a common sense ofunderstanding and ownership. If you are not assuredof the involvement of these decision-makers on yourteam, brief them throughout the process to: 1) confirmthe overall objectives and process; 2) share what youknow about the audience and confirm priorities; and 3)present and adopt the plan, then confirm or seek funds.13

B. Other stakeholdersMake sure your planning process also includes inputfrom representatives of the intended audience as wellas key stakeholders and partners. Stakeholders includethose people (both internal and external to yourorganization) and organizations who will be affectedby or share an interest in your work. At this stage, notethose that would be valuable additions to yourplanning team; those that may simply want to beinformed and have a say in how you set yourobjectives and select your strategies (they may not beinterested in the actual implementation); and those youwill approach later to help you with implementation atchapter six (Partnerships). Decide how and when youwill consult these stakeholders.C. ScheduleStrategically establish a schedule for the planningteam, taking into account such factors as financialperiods, funding deadlines, and when key committeesmeet. Plan for a minimum of two to three meetingsover a three- to six-month period, depending on thescope of the project; this will likely be the time neededto gather information, plan and work your way throughthe decision-making process.Make sure your planning process also includes input fromrepresentatives of the intended audience as well as keystakeholders and partners.D. Terms of ReferenceTerms of reference are useful, so everyone knows hisor her role, time commitment, and how decisions aremade.PRIMARY EXAMPLE – CASE STUDY #2 : GCC’s Active and Safe Routes to SchoolprogramHere’s how GCC’s Active and Safe Routes to School program would have filled in Worksheet 1 at the time it waslaunching its School Travel Planning initiativeWorksheet 1: Form a planning teamA. Planning team membersNational level:» Green Communities Canada – the Project Lead and the Program Manager (project management)» Cape Breton University - academic staff from the Department of Education (Child and Youth-FriendlyGuidelines, sustainable happiness, sustainability)» University of Toronto – academic staff from the departments of Geography (infrastructure aspect oftransportation planning, evaluation) and Physical Activity and Health (health and psychological influences)» Provincial leads (responsible for provincial rollouts)14

Provincial level:» Provincial lead (provincial level coordination). Leads can be NGOs, governments or health agencies.» Ministries of health, education and transportation (to correspond with the health, education andtransportation representatives steering the program within each municipality; and to help enact supportivepolicy changes at every level of government)» Provincial fundersMunicipal level:» Municipal lead (municipal level coordination)» Municipal health, education and transportation representatives» Police» School District representativesSchool level (Glenayre School):» Vice Principal (official administrator)» Parent volunteer» Consultant (got grant and ran program)» City of Port Moody police (safety issues), roads and community program (coordination with other cityprograms)» Port Moody School Board, District 43, School Board member (help legitimize program for the school;support role)B. Other stakeholders. Who are they and how and when will you consult them?» National level: Consulted with professional associations of educators, health and wellness, healthpromotion, planners, and national NGOs related to the policies being promotedC. Schedule the first two to three planning team meetings» National and Provincial levels: meet face-to-face once or twice a year – work mostly through email andweb conferencing» Municipal level: establish steering committees and statements of support, and select schools by May2008; meet face-to-face once every two to three months15

D. Terms of Reference. Who will prepare this and by what date will it be done?» National level: GCC and its members to prepare this, based on the national funding agreement, byJanuary 2008» Municipal level: Ask municipal steering committee members to sign a Statement of Support, to bereviewed by their organizations, specifying the level of support and contributions from each organization;create Terms of Reference based on the statement of support, to be agreed to by the committee; providetemplates for both agreements in the standard toolkit for participating municipalities (based onagreements used by other programs)EXAMPLES FROM THE OTHER CASESTUDIES#1: CFS’s Employee Program was guided by itsemployee committee for sustainable transportation,which included a representative from each of the eightinstitutions within CFS, including staff from the humanresources, communications, and environment functions.The committee was assisted by a project manager fromVoyagez Futé, Montreal’s downtown transportationmanagement association.#3: University of Victoria’s Travel Choices TDMprogram is managed jointly by the Office of CampusPlanning and Sustainability together with theTransportation and Parking Coordinator in CampusSecurity Services. A very active Bicycle Users’Committee contributes to planning concerning cyclingfacilities and events on campus.#4: Whitehorse Moves was first conceived of inOctober 2002, during a planning charette (a type ofbrainstorming / visioning session). The ideas wereformalized by the teams that worked on the City’sTransportation Master Plan, and then by its submissionto Transport Canada’s Urban Transportation ShowcaseProgram. Represented on these teams were: interestedmembers of the public, including cyclist and seniors, andcity planners, transportation engineers and environmentalspecialists.#5: Winnipeg’s WinSmart Showcase program steeringcommittee included representatives from the City ofWinnipeg, Province of Manitoba and additional membersincluding local industry, local academic institutions andnon-profit organizations who were going to be involvedwith the implementation of the project.16

2. Determine Focus, Behavioursand AudiencesThis chapter helps you determine your program’s focus,target behaviours and key audiences, so you canconcentrate your efforts where they will produce thegreatest impact. Whitehorse and the GCC’s Active andSafe Routes to School programs provide examples of howto do this.In ShortDetermine the unique focus, transportationbehaviours, and key audiences for your initiativebased on solid information.Make the rationale and focus of your initiative veryclear.Be as specific as possible in terms of the modalchanges / changes in transportation behavioursthat your primary audience would adopt if you aresuccessful, and the measures that secondaryaudiences (e.g., decision makers and influencers)could adopt to influence or support your primaryaudience.RecommendationsThe focus and rationale, transportation behaviours andprimary audiences that you want to influence may alreadybe clearly identified as part of your organization’s missionor plans, or by your program or funding agreements.Decisions that have already been made may focus you onparticular travel modes (for example, transit or cycling) orsettings (such as the workplace or school). However, moreoften than not, at least one of these elements is not welldefined or not based on solid evidence. Start by filling inthe worksheet for those decisions already made; then usethis as an opportunity to strengthen any weak or missingsections.Focus and rationale (Worksheet 2a)A. Main issuesList the main issues you are trying to address bychanging travel behaviours (for example, trafficcongestion, insufficient physical activity, orgreenhouse gas reduction).B. Why you, why now?Justify your organization’s involvement at this time,and note how important these issues are relative toothers being faced by your organization. Considerorganizational goals or capacity, planned activity,expectations from partners or the public, and fundingopportunities.C. Financial limitationsIf you are working with a pre-determined budget, notethe impact on how much you can take on, includingyour selection of transportation behaviours and targetaudiences. In an ideal budget-setting scenario, thebudget would be established only after all planningsteps are completed. However, it is useful to know: 1)whether senior officials have a pre-determined idea offinancial/human resources and in-kind services to beallocated to your initiative; 2) what similarorganizations are doing in this area; and 3) yourorganization’s track record in securing funding and/orservices from other sources. This will help keep yourinitiative realistic.Behaviours and audiences (Worksheet 2b)D. Transportation behavioursSelect the transportation behaviours / modal shifts thatare most likely to have the greatest impact, given boththe impact of an individual adopting the behaviour andthe number of individuals likely to do so. Be asspecific as you can.The main groups of behaviour changes promoted by17

ecoMOBILITY 17 are the following.i. Reduce the amount of single-occupant vehicledrivingii.iii.iv.Switch trips to off-peak hoursTeleworkReplace single-occupant vehicle driving with:1. carpooling2. public transit3. Active transportation (walking, cyclingetc.).F. Secondary audiencesFor each primary audience, list secondary audiences(those who will influence your primary audiences) –both internal and external, including partners. For mostTDM initiatives, this will include the primaryaudiences’ family members, neighbours andcolleagues. Other secondary audiences may includepolicy makers, such as elected officials, administratorsand employers who can adopt “soft” to “hard”measures in support of reduced car use. Examples ofthese measures include 18 :i. Hard measures: Physical improvements totransportation infrastructure or operations,traffic engineering, control of road space andchanges in price.E. Primary audiencesFor each behaviour, list the primary audience segments– the people whose travel habits you want to change.For most TDM initiatives this will include car users.You will want to further segment your audience(s), asdiscussed in chapter three.ii.iii.Soft measures: workplace travel plans,personalized travel planning, public transitmarketing, and travel awareness campaigns.Soft measures with hard elements: improvedpublic transit service; parking fees andrestrictions.17ecoMobility website:http://www.ecoaction.gc.ca/ecotransport/ecomobilityecomobilite-eng.cfm.18Möser, G. & Bamberg, S. (2008). The effectiveness of softtransport policy measures: A critical assessment and metaanalysisof empirical evidence. Journal of EnvironmentalPsychology, 28, 10-26.18

PRIMARY EXAMPLE – CASE STUDY #2: GCC’s Active and Safe Routes to SchoolprogramHere’s how GCC’s Active and Safe Routes to School program would have filled in Worksheets 2aand 2b at the time it was launching its School Travel Planning initiative.Worksheet 2a: Focus and rationaleA. Main issues:» Safe, walkable neighbourhoods; active, efficient and sustainable transportation; health and fitness; trafficsafety and congestion; air pollution and climate changeB. Why you, why now?» The other national-level NGO working in the area is no longer active» No other organization has came forward to take the lead» GCC supports community-based programs across CanadaC. Financial limitations:» With all the stakeholders at the table, the financial costs are relatively low. Infrastructure changes mayrequire municipal and/or school district funding but a well-organized community with a good travel plancan work through municipal council to get these items in the budget19

Worksheet 2b: Behaviours and audiencesD. TransportationbehavioursList them below:E. PrimaryaudiencesF. Secondary audiences (who are they and what do youwant them to do)?Walking and cyclingto schoolStudents fromkindergarten tograde eightElementary andmiddle schoolsHelp run the program in theirschoolsParents» Help run the program in theirschools» Encourage their children toparticipate» Drive and park responsibly» Turn off engines when parkedCASE STUDY #4: Whitehorse Moves• “While our program encouraged all alternativemodes of transportation, we focused particularly onbicycle travel to and within the downtown core, inwhich 60% of our residents work. Cycling inWhitehorse is perhaps the most reasonable form ofactive transportation in the spring, summer and fall,as the distances to most of the outlyingneighbourhoods make walking less efficient and lessprobable. Public transit and carpooling are the twomost realistic alternative commuting modes in thewinter.”–Sabine Schweiger, Environmental Coordinator,City of WhitehorseGCC’s Active and Safe Routes to School programengaged students from kindergarten to grade eight inwalking and cycling to school.20

3. Gather Information(Formative Research)This chapter discusses the types of information you’llwant to find, in order to identify and prioritize theaudience segments, benefits and barriers on which tofocus. You’ll need this information to develop yourobjectives and strategy. The three case study examplesshow the sorts of information you can get and how usefulit can be in developing your program.In ShortIdentify, learn about, and segment your keyaudiences based on existing and new research.Prioritize and choose the segments, barriers andbenefits on which to focus.Identify opportunities and challenges, includingwith what and/or whom are you competing.RecommendationsNote: In this chapter there are two worksheets: AudienceAnalysis (Worksheet 3a) and Opportunities andChallenges (Worksheet 3b). The letter beside eachrecommendation below corresponds with the worksheetsection to which it applies.Audience Analysis (Worksheet 3a)This worksheet will help organize and summarize theinformation you collect for each audience. In someinstances, the answer may be the same for both those whohave adopted and those who have not adopted thebehavior; however there must be some significantdifferences between the two.A. AudienceLearn from similar programs and existing researchon similar audiences, and then check if thesefindings apply to your target audiences.This key step may take more time than you areused to. But it’s time well spent and will make thenext steps faster and more strategic.Note for small programs 19Analyze at least your primary audience.19Note for small programs: You may not have much timeor budget to do research. However, even small programsneed to ensure they are based on a solid foundation. At aminimum, summarize the answers you already have forsections A to L. Then check your understanding withothers, including some from each key audience.Perform a systematic audience analysis of (at least)your primary audience, which in most cases will bedrivers of single occupant vehicles. You may want toconsider performing an analysis of secondaryaudiences that you consider important, as in theexample worksheet below which looks at elementaryschools as influencers of student behaviour.21

B. Travel behaviour(s)See chapter two (“Determine the focus, audiencesand behaviours”). While you may be able to clustersome travel behaviours together, you will likely needto fill out more than one table to cover a range oftransportation options.C. Demographic dataFor demographic data, include information that mighthelp explain the difference between those who haveadopted the travel behaviour and those who have not.Typically, this includes: the number of individuals inthe audience, age, gender, level of education, familystatus, income, occupation, hours of work, commutedistance, urban or rural setting, languages and othercultural characteristics.D. Benefits and incentivesConsult your audiences to really understand whatwould motivate them (from their perspective) as wellas the words they would use to express thismotivation. What role does transportation play intheir lives?The benefits most often associated with specifictravel behaviours and measures are the following:• time savings• cost savings• convenience (short walking and cycling trips)• avoiding traffic congestion• exercise / fitness benefits• pleasure / recreation• environmental benefits• the ability to read, work, relax on transitwhile carpooling• chance to spend time with others• independence (children) 20 .While these are generally listed in order of overallimpact, the relative importance of each will varydepending on the action being promoted, the climate,the community situation, the audience segmentinvolved, and other factors.Based on the information gathered, which benefitswill you assign a high priority?E. BarriersFocus particular attention on reducing barriers,especially those that have the greatest impact and thatyou can influence most cost-effectively.Typical barriers associated with TDM-relatedbehaviours and measures are:• distance travelled• time required• exposure to inclement weather• inconvenience• lack of flexibility• need to carry things• need to respond to emergencies• need to pick up family members• lack of alternative transportation options• no shower or change facilities• no bike parking• free car parking• viewing transit use as a sign of financialneed (not normal)• forgetting to take action• misconceptions• dangerous road or trail conditions /safety concerns (for self or children)• parents won’t allow it (children)• workplace won’t allow it (telecommuting) 20 .Based on the information gathered, which barrierswill you assign a high priority?Figure out if barriers are real or perceived. A realbarrier will need to be dealt with using concretemeasures. A perceived barrier can be dealt withusing information delivered by influential andcredible leaders.20Transport Canada (2009). Compendium of CanadianSurvey Research on Consumer Attitudes and BehaviouralInfluences Affecting Sustainable Transportationhttp://www.tc.gc.ca/eng/programs/environment-urbanmenu-eng-2084.htm22

you will use – you can simply identify potentialalternatives for reaching your audience. Consider thefull range of available communications channelslisted in the Appendix. Note for small programs 21 .I. Membership in groups, events and placesLook for low-cost, credible ways of communicatingwith your audiences.J. SegmentationFocus particular attention on understanding keybarriers, like road safety and inclement weather.Segmentation is the process of dividing a moreheterogeneous audience into smaller, morehomogeneous groups based on how likely people areto respond to a particular marketing mix. Forexample, people travelling a kilometre or less areoften more willing to walk; in this case, trip length isthe segmentation variable.F. InfluencersPay particular attention to the person-to-personinteractions that affect your audience. For influentialindividuals, include specific names of people, not justtitles. Ideally, these leaders would be models of thetravel behaviour(s) you are promoting, or should beamong the first to participate in a specific promotioncampaign. These individuals can potentially becomeinfluential spokespersons and partners in yourstrategy.Include in your list other organizations that arealready promoting the travel behaviour to youraudience, as well as those who are promotingcompeting alternatives, like driving alone or beingdriven to school. What benefits do audience membersperceive from the competing alternatives (includingcontinuing to do what they are doing now)? Includethese in section E on barriers and costs of choosingthe travel option you are promoting. What costs areassociated with the competing alternatives? Thesebelong in section D.G. NormsExplore what your audience considers to be “doingthe right thing”, what they think their friends andcolleagues are doing, and what they think “mostpeople” do.H. Media habits and channels of communicationsLearn about which media and channels your targetaudiences use and how. At this point in yourplanning, you don’t have to select the channels thatSegmentation enables you to divide your audience intogroups with more similar (homogeneous) members, so thatyour strategy and messaging can be fine tuned to eachgroup.In most cases past and current travel behaviours arethe best predictors of future travel behaviours.Consider:• how often audience members use the travel mode21Note for small programs: Don’t let the word “media” putyou off because it doesn’t make sense to use the townnewspaper, radio or television. You may not have to reachthat many people. More targeted media may be morerelevant and affordable such as: a billboard in thecompany parking lot, bulletin boards in the workplace,newsletters, neighbourhood newspapers, and social medianetworks.23

or do the travel behaviour now• if they have done so more often in the past• how often their friends and colleagues do• perceived or real barriers to doing so (forexample, personal safety concerns, unsafeinfrastructure, and unpredictable pickupand arrival times)• related skills (for example, cycling skills) and• capacity to adopt the travel behaviour.By analyzing your audiences, you may find thatdemographic data, such as age, ethnicity, language,education, employment or social networks, are alsohelpful in your particular situation. Psychographicdata such as perceived benefits and readiness tochange (knowledge, attitudes, and beliefs) may alsobe of value. Choose the segmentation variables thatwill help you better prioritize and develop yourstrategy. Then list the key distinguishing factors thatpeople in each segment have in common.K. Key momentsIdentify key moments when your audiences are mostlikely to try and adopt the desired and competingtravel behaviours (for example, during the spring orfall, when starting a new job or school, or havingchildren).L. Missing information:Which research methods will you use to gather thenecessary information to make strategic decisions?Opportunities and Challenges (Worksheet 3b)M. CompetitionInclude the main influences competing with you foryour audience’s attention – including advertising andpromotion from vehicle manufacturers, free orsubsidized transportation (for example from parentsand school boards), and your audience’s currenttravel choices. Identify the barriers/costs and benefitsassociated with the main ones, how to take advantageof those costs, and how to offset those benefits.you can best overcome these negative influences.O. Other opportunities and challengesNote the main legal, political, social, environmental,economic, business, technological, ethical or otherconsiderations and events that represent anopportunity or challenge, and how you can bestrespond to them.This additional information is provided to give youa brief overview of research methodsSecondary Research: Start with What’s KnownThe quickest and least expensive way to startgathering this information is to review reports fromsimilar programs and the findings from pastresearch (for example, Transport Canada’sCompendium of Canadian Survey Research onConsumer Attitudes and Behavioural InfluencesAffecting Sustainable Transportation). This iscalled secondary research. It will suggest whatquestions need to be addressed by any new(primary) research.Primary Research: Collect New InformationA two-step research design using qualitativemethods followed by a survey is recommended forprimary research wherever resources allow.Qualitative methods, like focus groups, interviewsand consultations enable you to probe deeply into“what”, “why” and “how” questions. A survey isthen used to quantify responses and apply thefindings with confidence to the larger groups thatmake up each of your audience segments.For guidelines on conducting focus groups,interviews and surveys, see the Resources chapterat the back of this guide.N. Community SupportNote areas where your community or setting is notsupportive of the desired travel behaviours, and how24

PRIMARY EXAMPLE – Case Study #2: GCC’s Active and Safe Routes to Schoolprogram.Here’s how GCC’s Active and Safe Routes to School program would have filled in Worksheets 3aand 3b, at the national level, at the time it was launching its School Travel Planning initiative.Worksheet 3a: Audience analysis and segmentationA. Audience: Students from kindergarten to grade 8 (Primary Audience)B. Travel Behaviour: What you want them to do? Walk or cycle to schoolThose who haveadopted thebehaviourC. Demographic data » Living within 1 kmof the schoolThose who have not» Living more than 1 km from the schoolD. Benefits and incentives:Why are/would they do thebehaviour? Will incentives berequired to engage thisaudience? If so – what kind ofincentives?» Convenience» Time savings» Independence» Socializing time» Interaction withadults» Small incentives and recognition canhelp encourage trial25

E. Barriers: Why would theystop / aren’t they? Whichbarriers have the greatestimpact and which ones canyou influence most costeffectively?» If offered freebusing, or a ridefrom a parent» If the trip distanceincreasedsignificantly» Automobile-dependence, withoutseeing self as part of the problem» Unsafe infrastructure in schoolcommunities, making it safer to travelin a car or by bus» Parents not allowing their children towalk in cold or wet weather conditions» Parents believing that walkingconsumes a much longer period oftime than driving (In reality, it oftentakes less time and less frustration towalk a child to school)» Lack of health awarenessF. Influencers: Who has aninfluence on them?» Peers» Parents» Teachers» Peers» Parents» TeachersG. What do they perceive thenorm to be? Have most peoplelike them adopted thebehaviour?» Varies from schoolto school andchanges as morepeople walk andcycle» Varies from school to school andchanges as more people walk andcycleH. Media habits and channelsof communications» Bulletin Boards» School newsletters» School signage» Bulletin Boards» School newsletters» School signageI. Membership in groups, andevents and places where theycan be reached» Student / schoolcouncils» Student / school councilsJ. Segmentation: Among those who have not yet adopted the behaviour, can you identify specificsegments that are more receptive than others? More successful at adopting the new behaviour?More likely to maintain it? On what basis (elimination of barriers, possible benefits, and/ordemographics)?» Those living within 1 km of the school» Those with peers who are already walking to school26

K. Key moments: When are your audiences most likely to try and adopt the desired andcompeting travel behaviours?» Spring (better weather) and fall (start of a new school year) although wintertime promotions haveworked well tooL. Missing information: Which research methods will you use to gather the necessary informationto make strategic decisions?» Walkability study with students from 70 elementary schools, and focus groups with students at sixschools» School Travel Plan model framework for gathering data at each school site; national roll-up of thequantitative and qualitative resultsa) School site visit & walkaboutb) Family survey: mode and route taken to school, barriers existing along that route, related attitudinalfactorsc) People at each entrance to the school tracking the number of pedestrians/cyclists/vehicles arriving,and unsafe behaviors such as illegal parking or U-turns, unsafe crossing of roads by pedestrians• “We had already done international best practiceresearch in 2006, leading to a research summaryreport and a report of recommendations for Canada.We then conducted a walkability study with studentsfrom 70 elementary schools and followed up withfocus groups with teachers and students at sixschools. The students indicated that they would liketo walk and cycle to/from school but it was theirparents who made the decisions about how they gotto school. The boys in particular said they wouldprefer to cycle to school in the nice weather whenthe distance was three km or less rather than takingthe school bus. Since parent meetings hadn’t been aseffective as we wanted in reaching the parents, westarted focusing on the students themselves as thekey influencers in their families. That’s one of thereasons we now organize IWALK clubs, IWALKDays, and Winter Walk Days.”–Jacky Kennedy, Program Lead, Green CommunitiesBased on these findings, the program started focusing on thestudents themselves as the key influencers in their families.A. Audience: Elementary and middle schools (Secondary audience)B. Travel Behaviour: What you want them to do? Participate in the program27

Those who haveadopted thebehaviourThose who have notC. Demographic dataD. Benefits and incentives:Why are/would they? Willincentives be required toengage this audience? If so –what kind of incentives?» Improved routes toschool» Safer school zone» Builds school andcommunity spirit» Healthier, moreattentive students» Staff save time andreduce stressotherwise spent ontraffic duty» Funds for sports equipment» School walking routes signage» No idling signs» Incentives for students and classesE. Barriers: Why would theystop / aren’t they? Whichbarriers have the greatestimpact and which ones canyou influence most costeffectively?» Move to anotherschool where theprogram is notalready operating» Time pressures and competingpriorities (although the program canactually save them time and stress)» Liability concerns» Unsafe infrastructure in schoolcommunities, making it safer to travelin a car or by busF. Influencers: Who has aninfluence on them?» The children whoattend the school;successes fromother local schools;media» The children who attend the school;successes from other local schools;mediaG. What do they perceive thenorm to be? Have most peoplelike them adopted thebehaviour?H. Media habits and channelsof communications» Depends on theculture of theschool» School newsletter» Local communitypapers» Depends on the culture of the school» School newsletter» Local community papers28

I. Membership in groups, andevents and places where theycan be reached» Parent Council » Parent CouncilJ. Segmentation: Among those who have not yet adopted the behaviour, can you identify specificsegments that are more receptive than others? More successful at adopting the new behaviour?More likely to maintain it? On what basis (elimination of barriers, possible benefits, and/ordemographics)?» Schools with medium to high socio-economic status; active parent councils; supportive and engagedteachers and Principal» Specific targets as program champions within each school include: Principal, Vice-Principal, or ateacher (physical education teacher or one with a very keen interest in health and/or environment)K. Key moments: When are your audiences most likely to try and adopt the desired andcompeting travel behaviours?» When school busing services are being reduced» When the weather is pleasant» When they see others (other parents / teachers / schools) doing itL. Missing information: Which research methods will you use to gather the necessary informationto make strategic decisions?» Walkability study with students from 70 elementary schools and focus groups with teachers andstudents at six schools» Through the international IWALK committee, learned of the School Travel Planning approach thenconducted research into international best practice to learn more (Transport Canada funded)29

Worksheet 3b: Opportunities and ChallengesM. Competition: With what and/or whom are you competing for your audience’s attention?» Car-related advertising and promotion» School busing provided free of charge to qualified students» Parents offering their children lifts to school» After-school activities outside the school, scheduled so close to dismissal time that the children can’tget there in time by walking or cycling» Both parents in the workplace and schedules don’t allow time to walk to schoolShould you compete with or join the competitor?» Work with schools, school boards and parents to educate them on the importance of a balancedapproach so policies and routines can be changedN. Community Support: Is the community or setting generally supportive and ready or not?» General support for child safety, child health, and reducing greenhouse gas emissions; needs to betranslated into support for walking and cycling» Some resistance to change from the school and School Boards - there is a need to relate the issue tocost to demonstrate how budgets can be cut30

O. Other Opportunities and Challenges: Are there legal, political, social, environmental,economic, business, technological, ethical or any other considerations and events that represent anopportunity or challenge?Opportunities» Some school boards are reducing the use ofschool buses for financial reasons» Increasing recognition of the link betweeninactivity in children and the later development ofdiseases such as obesity and diabetes, cancerand other lifestyle diseases» Increased interest in and support for reducinggreenhouse gas emissions related totransportationChallenges» Fiscal constraints» Unsafe infrastructure in school communities,making it safer to travel in a car or by busSchools are particularly receptive to GCC’s Active andSafe Routes to School Program when their schoolboards reduce the use of school buses for financialreasons.» Liability concerns; however, we are makingprogress across Canada to counter these concerns by demonstrating how active travel programs canreduce liabilityCASE STUDY # 1: CFS• “A survey of employee transportation habits andattitudes found that many more than expectedlived close to the work site, so we focused onactive transportation measures.”–Amélie Laframboise, Investment Analyst atFondaction, and a member of CFS’s EmployeeCommittee for Sustainable TransportationCASE STUDY #5: Winnipeg’s WinSmartShowcase (CBTM pilot)• “For our Community-Based Travel Marketingpilot, we used information from our baselinesurvey and travel diaries to measure behaviourchange progress and also to segment householdsinto three groups: those who already usedsustainable modes of travel some or all of thetime, those who drove most of the time but whowere interested in trying sustainable modes and/orreducing their motorized trips, and those whodrove all of the time and were not interested inchanging their behaviour. We avoided wastingresources by focusing only on the first two groupsand targeting those most likely to change theirbehaviour.”–Beth McKechnie, Resource ConservationManitoba31

4. Set ObjectivesThis chapter provides a framework for developingrealistic and measurable targets that you can use tomeasure, manage and report on your progress. It alsoprovides examples of the objectives set by three of thecase studies.In ShortSet S.M.A.R.T. (specific, measureable,attainable, relevant and time-sensitive)objectives.that you are measuring behavioural changes (theoutcomes of your strategy 22 ) not just the number ofpeople who will attend events, take part inexercises, or read newsletters. You may also wantto set objectives for the number who will recallmessages, gain knowledge, or change attitudes,intentions or perceptions about related benefits,barriers and norms.When deciding what indicators to use and whatobjectives to set, it is usually helpful to focus on asmall number (a half dozen or so) of these - theones that are most relevant and important to yourorganization and funders.RecommendationsNote: The letter beside each recommendation belowcorresponds with the worksheet section to which itapplies.Use Worksheet 4 to organize and summarize theinformation about your objectives. Begin developmentof your evaluation plan while you are setting yourobjectives. The measurement perspective will help youdesign measurable objectives. A useful resource isTransport Canada’s “Canadian Guidelines for theMeasurement of TDM Initiatives: User’s Guide”,particularly the sections on assessment levels andindicators. (See also chapter eight in this guide:Implement and improve continuously).A. IndicatorsFor each of the transportation behaviours you wantto change (you identified these in chapter two), andfor each of your key audience segments (amongprimary and secondary audiences), list theindicators you will use to measure progress. EnsureEnsure that you are measuring behavioural changes,not just the number of people you will reach. Shownhere: students arriving by bicycle at the University ofVictoria.22Assessment levels F, G, H and/or I in the CanadianGuidelines for the Measurement of TDM Initiatives:User’s Guide.32

B. BaselineObtain your baseline data while conductingformative research (see chapter three) or as soon aspossible thereafter. For each transportationbehaviour that you are working to change and foreach of your key primary audiences, determine thenumber of people who are currently doing thatbehaviour and how often, the current modal shareand/or the distance travelled by each mode, as wellas any other key indicators from section A.C. TargetsChoose a milestone date when you expect to havemade significant progress. Then determine therealistic number of members in each prioritysegment who will adopt and maintain thebehaviours being promoted, the target modal shareand/or the target distance travelled.Start by understanding the impacts similarprograms have achieved elsewhere. Then considerthe circumstances in your community that mightmake it possible to achieve greater impacts morequickly, as well as the challenges and how you canaddress each. Take into consideration the currentsize of each segment and the projected size at theend of this time period.PRIMARY EXAMPLE – CASE STUDY #3: University of VictoriaHere’s how the University of Victoria would have filled in Worksheet 4 in 2009, based on itsSustainability Action Plan: Campus Operations, 2009-2014.Worksheet 4: ObjectivesAudience/Segment A. Indicators B. Baseline C. Target -numberTarget - dateStudents and staffModal share of bus,cycling, andcarpooling2008: 62.5% 70% 2014Students and staffPer capita proportionof bicycle use1996: 6.9% More than double 2014StaffNumber of fleetvehicles that consumefossil fuels71% 40% 201433

CASE STUDY #2: GCC’s Active andSafe Routes to School Program(Glenayre Elementary School)• “The school travel plan set the objective. Baselinesurveys had found that prior to the program about50% of students were walking to school. Theobjective was to have 100% of the studentswalking to school within one year.”–Bonny Gibson, Parent VolunteerCASE STUDY #5: Winnipeg’s WinSmartShowcase (Community-Based TravelMarketing pilot)• “The critical indicator for the WinSmartCommunity-Based Travel Marketing pilot was a2% reduction in transportation emissions byparticipating households. Associated with thisindicator were expectations of an increase in themode share for walking, cycling, transit andcarpooling, and a corresponding decrease indriving alone. The pilot had additional objectivesto ensure that we could have confidence in ourfindings (we wanted to achieve a 40% or higherresponse rate on the baseline travel survey) andwould engage a meaningful number of householdsat a substantial level (we wanted to providepersonal trip planning assistance to at least 100households).”–Beth McKechnie, Resource ConservationManitoba34

5. Develop the StrategyThis chapter looks at how to methodically overcome keybarriers and make particular travel behaviours more fun,easy and popular. You’ll find lots of ideas for doing this,both in the Recommendations sections, and in the manycase study examples. Once you’ve completed this chapteryou’ll have outlined your strategy for achieving yourobjectives.In ShortBase your strategy on a solid foundation. Useyour answers from chapter three as guides.Make the behaviours attractive, competitive, easyand popular. 23Develop a strategy that methodically overcomesthe key barriers and highlights the benefits thatare most relevant to your specific audiencesegments, ideally through personal interaction.Mind your Ps (product, price, place andpromotion). This will most likely involve not justcommunicating messages but also creatingconditions more conducive to adopting the desiredbehaviour.Make synergistic use of the proven tools ofchange (such as Norm Appeals, Prompts, Word ofMouth, and Obtaining a Commitment 24 ).RecommendationsUse Worksheet 5 to sketch out your strategy. Base thestrategy on what you have learned about your targetaudiences in chapter three. Reduce the barriers to andcosts of adopting the behaviour you are promoting, whilemaking it as easy, rewarding and popular as possible.Ensure that what you are selling is better than thecompetition (the current behaviour and/or othercompeting behaviours).Note: The letter beside each recommendation belowcorresponds to the worksheet section to which it applies.A. Barriers (‘Price’ and ‘Place’ – two of the Four Psof marketing)Make it easier for people to take each new step, adoptor maintain the behaviour, by overcoming specificbarriers. Use incentives if necessary to encouragetrial or subsequent, deeper commitments. If you can’tmaintain the incentives indefinitely, don’t use themon an ongoing basis as they can undermine intrinsicmotivation so that once they are removed thebehaviour might not persist.Examples of incentives / disincentives:i. Cash, a free transit pass, or membership in afitness club, for people who do not have adedicated parking spot at work, or do notusually use their car to get to workii.Cash for commuters to use bikes—ratherthan cars—to reach the public transit station23Adapted from William A. Smith: Make it fun, easy andpopular – Source: Smith, W.A. (1999). Marketing with nobudget. Social Marketing Quarterly, 5(2), 6-11.24These tools are explained in further detail atwww.toolsofchange.com and www.cbsm.com.iii.iv.Charging for parking; increasing the parkingfeeDesignated, closer parking places forcarpoolers and vanpoolersv. Hot drinks for those walking to school orwork in the winter35

TYPICAL BARRIERSDistance travelled, timerequiredCOMMON SOLUTIONSMake it easier to take public transit part of the way, and an active mode likewalking or cycling closer the other part (e.g. safe bike parking near transit stations,bike racks on transit)If the nearest transit station is too far away from a workplace, provide a shuttleservice to itExposure to inclementweatherProvide shelter when waiting for public transitShow how others deal with inclement weatherEnsure that participants are aware of suitable clothing choices and where to getthem, and have access to adequate change facilities at workplaces and publicinstitutionsInconvenienceHighlight the convenience of alternative options (e.g. being able to read on the busor when carpooling, not having to find parking, and the ease of walking andcycling short distances)Allow public transit users convenient access (e.g. through their smart phones andcomputers) to track the moment-to-moment status of any bus or train, so theyknow the exact time when their ride is going to depart and arriveLack of flexibility, need tomake local business tripsduring the dayTaxi chit, transit chit, fleet car and guaranteed ride home programsCar sharing and bike sharing servicesMake it easy for participants to switch between alternatives (e.g. carpool somedays and drive alone other days)Flexible work hoursNo shower or changefacilities, no bike parkingProvide access to adequate facilitiesFree car parkingCharge for parking or provide participants with a cash equivalent if they use othermodesDangerous road or trailconditions / safety concerns(for self or children), parentswon’t allow it (children)Conduct walkabouts to identify dangerous situations and then provide saferinfrastructure, such as safer intersections, better road markings and dedicatedcycling pathsProvide ridematching services that screen participantsProvide road safety training coursesOrganize walking school buses, so that parents take turns walking their children to36

schoolPromote the use of cycling helmets and make it easier and less expensive to buysuitable attractive onesInvolve parents in walking and cycling with their children, so that they betterunderstand and support activities that are safeWorkplace won’t allow it(telecommuting)Educate employers and employees about the benefits including:• Increased productivity;• Staff retention and loyalty (competitiveness);• Contribution to green commuting (corporate image);• Reduced operating expenditures; and• Business continuity during emergencies.Promote and/or provide existing tools for employers and employees to implementa formalized telecommuting arrangement, such as templates for a Telework Policyin the workplace and for agreements between the organization and employeesoutlining responsibilities, performance measurements, IT requirements, etc. 25Forgetfulness and competingprioritiesPrompts (for example, a key fob that reminds the driver of his or her interest inand commitment to using alternative modes)Engage your audiences when and where they are most receptive to adoptingalternative travel options; work and school are two settings that have provenparticularly successfulB. Product (another of the Four Ps of marketing)Highlight the benefits of the travel choices you arepromoting and consider how you could maximizethese benefits. For example, if time savings andconvenience are two of the main benefits of cyclingto work or school for those who live close enough,provide suitable bicycle parking facilities locatedstrategically to minimize time and effort. As anotherexample, high-occupancy vehicle (HOV) prioritylanes can offer significant time reductions for thosedriving in multiple-occupant vehicles, including incarpools and vanpools, and make their travel timesmore reliable.C. Positioning and branding 25Positioning and branding are ways of making aparticular travel option, as well as your organization25Based on Calgary's "How to Use Telework" webpage:http://www.workshiftcalgary.com/workshiftbusiness/howand initiative, stand out from the competition. Whenpositioning a travel option, highlight for youraudience how it is more important/attractive andbeneficial than other options (including their currenttravel choices). Focus on one or two benefits orclusters of benefits that are most important to youraudience. Ensure that your strategy is consistent withyour positioning and will deliver what you "promise."Choose your brand elements (name, slogan, terms,packaging, graphic and/or sound elements) to clearlyand consistently communicate your positioning.D. Additional Tools of ChangeHelp people remember to do the action by providingprompts as close as possible to the time and placewhere they make their travel choices. Buildmotivation for continuing the action and sustainmotivation and momentum towards change overtime, by obtaining incremental commitments; usingfeedback, recognition, and norm appeals; and byfacilitating word-of-mouth communication.37

Here are some common tactics used to do this:TOOLS OF CHANGEObtaining a commitment andbuddy systemsCOMMON TACTICSProgram membershipOral or written agreement to try a travel option or to use it more oftenPairing up participants (buddies) to keep each other on trackOral or written agreement to have name included in listing of participantsAsking for increasingly demanding agreements over timeFeedback and recognitionArticles in newsletters, newspapersRecognition programs for people and organizations who use alternativetransportation most oftenCelebration eventsNorm appealsProfiling opinion leaders who are already using the travel option (e.g. seniormanagement in a business setting)Profiling people who your audience considers to be like them, who arealready using the travel optionPublishing the names of participants, or listing them on a posterMaking participation more visible• Logo or messaging on t-shirts, bicycle decals, stickers, and pins• Bike rallies and workshops• Bike racks in highly visible locations• Cycle-to-school/workPromptsReminder cardsPostersKey chains with a messageAutomated emails asking for participants to enter their travel choices overthe past weekWord of MouthMaking participation more visible (see Norm appeals, above) to encouragepeople to talk with others about their transportation choicesAsking program participants to invite their friends and colleagues to attendinformation sessions and/or participate38

E. Promotion (1) –Messaging (another of the FourPs of marketing)Make your communications vivid, credible,personalized and empowering. Pre-test them withyour key audiences to ensure that they are on themark and to improve cost-effectiveness (seechapter seven for details on pre-testing).F. Promotion (2) – Channels of communication(another of the Four Ps of marketing)Select a combination of channels (including keyinfluencers, media, events and settings) that arereadily accessible to you and will reach themajority of your priority audiences. Do you havecontacts or access to some of these channels,groups and events that make them more realisticoptions given your budget? Also specify when andhow often you will use each channel. A list ofchannels is included in the Appendix.Community-based social marketing emphasizes theuse of interpersonal communications, which areunderstood to be most powerful (for example, fromsupervisors, teachers and coaches, as well as peers,family members and opinion leaders). Rememberthat modest media activities, such as postcards andword-of-mouth communication, can be just aseffective as large-scale media campaigns. Considermass media if you are trying to reach a largenumber of people and if it would be more costeffectivethan reaching them one by one.When developing your communications strategy,plan for frequent exposure in whatever channelsyou use. Exposure gained through frequency andmultiple channels is a success factor in mostcommunications campaigns. This is primarily dueto the fact that people vary in their timing andwillingness to respond to a message. “The moretimes the message is made available, the morelikely the audiences are to hear/see it when they areready to attend to it” 26 . Successful campaigns arenot just a matter of the right messages delivered tothe right audiences, but also a result of the rightlevels of frequency over time.26Hornik, R.C. (2002). Exposure: Theory and evidence aboutall the ways it matters. Social Marketing Quarterly, 8(3), 30-37.39

PRIMARY EXAMPLE – CASE STUDY #5: Winnipeg’s WinSmart ShowcaseHere’s how Winnipeg’s WinSmart Showcase would have filled in Worksheet 5.Worksheet 5: Develop the strategyA. Barriers / Price and Place: What are the mostimportant barriers that discourage your targetsegments from adopting the desired travelbehaviour? Which ones can you reduce and how willyou do that? Will you need to introduce incentives ordisincentives?Personal Safety» Active Transportation Pathway designed todiscourage automobile traffic along route and providesafe transportation connections for an uninterruptedroute (e.g., paved path connections through parks &right-of-ways); improved lighting for visibility andsafetyLack of information / misinformation / unreliability ofinformation / concern over inclement weather / inertia:Winnipeg’s WinSmart modeled cycling and engagedpeople in conversations about cycling andsustainable transportation, by having trained TravelAmbassadors deliver requested resources bybicycle.» Real-time Electronic Bus Departure Displays, New Park and Ride Facilitya) New heated shelterb) Real-time bus departure information at six locations to increase convenience and ease of use (e.g.,lets users know if they missed their bus or if a bus is delayed) and reduce concerns about waitingfor a bus» Community-Based Travel Marketing Pilot Projecta) Individual trip planning assistance tailored to each household’s circumstances – for example,helping people learn how to plan a trip by bus using Winnipeg Transit’s online trip planner, orproviding advice on what type of gear makes commuter cycling practical or which route to rideb) Order request form for a variety of resources at no cost, such as a bike map, a neighbourhoodspecificwalking and cycling map, transit schedules, a walking brochure, information on idling andcarpooling, cold weather cycling brochure, and much morec) Green Your Travel neighbourhood map emphasizing walking and cycling for short trips andhighlighting nearby popular destinations (such as community centres, schools, grocery stores,pools, and library branches); scale on map to show how long it would take to walk or bike, tocounter the tendency to overestimate time required40

A. (continued) Where and when will your audience initiate the action or access the service beingpromoted? What facilities, systems, times and other factors can make the desired transportationoptions more convenient and pleasant?» Active Transportation Pathway, providing enhanced path connections and safety features to an existingroute preferred by users» Real-time Electronic Bus Departure Displays, New Park and Ride Facility, enhancing convenience» Community-Based Travel Marketing Pilot Project: Information and incentives delivered to householddoorsB. Product: How can you improve on your product? How are you going to make the desired travelchoice more attractive, competitive and popular?» Active Transportation Pathway, enhanced signage, and complementary active transportation paths inadjacent neighbourhoods» Real-time Electronic Bus Departure Displays, New Park and Ride Facility» Community-Based Travel marketing Pilot Project: Green Your Travel neighbourhood map tied into localshoppingC. Positioning and branding: How do you want the audience to see the desired behaviour and yourinitiative or organization? Will you use some elements (e.g., name, slogan, terms, packaging,graphic and/or sound elements) to brand the behaviour or your initiative?» The program will focus on increased accessibility to safe, convenient and reliable routes andconnections for transit and active transportation modes. No unified brand at this stageD. Additional Tools of Change: How and when will you prompt people to do the behaviour? Howwill you build motivation and reinforce the behaviour over time? For example, will you ask forcommitments at key stages, raise the visibility of participation (norm appeal) and provide feedbackand recognition?Community-Based Travel Marketing Pilot Project» Obtaining a Commitment: answers on baseline survey indicating an interest in trying alternative modes;subsequent request for additional information and resources» Incentives: for submitting an order request – free bike light and reflective strap or pedometer plus totebag» Recognition: provide households segmented as regular users with an umbrella and tote bag (a rewardfor using sustainable modes of transportation at least some of the time, and encouragement tocontinue) whether or not they submit order request form» Norms and Word of Mouth: deliver requested resources, rewards and incentives on bicycle by trainedTravel Ambassadors (model cycling and engage people in conversations about cycling and sustainable41

transportation)E. Promotion – messaging: What messages will you convey? Will they highlight benefits, normsor influential individuals, promote ways to overcome barriers and/or include specific calls toaction?» Try sustainable travel options – get your feet wet by giving it a try or using sustainable modes moreoften» Highlight benefits and ease of trying another mode for at least some trips» Highlight increased accessibility to safe, convenient and reliable routes and connections for transit andactive transportation modes» Emphasize popular destinations available within the neighbourhood or nearby, that are easilyaccessible using transit and active transportation modesF. Promotion – channels: What combination of interpersonal channels (e.g., word-of-mouth, homevisits, events, workplace and school place programs) will you select to convey your messages?What combination of other media channels will you select to convey your messages?Park & Ride: 11-week editorial plus advertisement package with local community newspapers, featuring adraw for those who try out the new facility (prize - one year of paid car insurance). Advertisements in busesand on the city web site. Visibility of the Park and Ride itself and on-site signageActive Transportation Path: Signage, inclusion in cycling maps, word-of-mouth from current users noticingthe improvementsReal-time bus departure displays: media advertising (e.g., on buses, web site), word-of-mouthCommunity-Based Travel marketing Pilot Project» Order request form and trip planning request sheet mailed to households segmented as most likely tochange their travel behaviour» Telephone follow-up to confirm the mailing has been received, answer any questions, and encouragehouseholds to complete and return the form» Reminder letter to households that have not yet responded after three weeks» Requested resources, rewards and incentives delivered to households by trained Travel Ambassadorson bicycle with trailer42

CASE STUDY #1: CFSCASE STUDY #2: GCC’s Active and SafeRoutes to School Program (Nationallevel)CFS offered free bicycle tune-ups each spring(image courtesy of Vélo-Québec and Voyagez Futé).• “Because safety concerns were a key barrier toparents allowing their children to walk to school, wehelped schools organize “walking school busses” sothat parents took turns walking groups of children toschool. Family surveys provided information to eachschool about how students were getting to schooland existing barriers / safety issues along theseroutes. The walkabouts then brought together all ofthe key stakeholders (politicians, parents and schooladministration) to observe these safety concerns,determine built environment issues, and brainstormshort and long-term solution. That way they werefully aware of the issues, had begun discussing themwith the other participating decision makers, and hadbecome invested in finding a solution.• “By choosing more environmentally-friendly waysof getting to work, CFS employees earn specialpoints in our "CarboPOINT" program, calculatedaccording to the likely reduction in greenhouse gasemissions. CarboPOINTs can be redeemed eachyear in exchange for up to $250 worth of outdoorgear, gift certificates for fair trade and organicproducts, health care services or charity donation.To make it easier to make these choices, we alsoprovide 50% of the cost of monthly transit passes, a“public transit try” program for drivers, assistance infinding matches and reserved indoor parking forcarpool drivers, and free bicycle tune-ups eachspring. Those who leave their cars behind qualify forup to four reimbursed emergency trips home eachyear and use of a local car share service for workrelatedtrips during the day.”–Amélie Laframboise, Investment Analyst atFondaction and a member of CFS’s EmployeeCommittee for Sustainable Transportation.The GCC’s walkabouts brought together all of thekey stakeholders to observe safety concerns and findsolutions, so they were aware of the issues, hadbegun discussing them with other decision makers,and had become invested in finding a solution.“Based on our research, we focused on the studentsthemselves as the key influencers in their families.We organized IWALK clubs, IWALK Days, andWinter Walk Days that were easy to join, and thatled to further commitments to walk and cycle atother times as well. We also encouraged the use ofsmall incentives and recognition for encouraginginitial and increasing involvement in the program.To increase word-of-mouth promotion and norm43

appeals, each student in the pilots received a pencilcase with the logo “It’s Really Cool to Walk toSchool,” along with pencils bearing the same logo.In addition, teacher/principal champions at each ofthe 12 pilot schools received reusable mugs bearingthe same message. Our longer-term strategy is to getthe school boards and municipalities to developmore supportive policies, by engaging enoughschools across each municipality to ask for thosechanges.”–Jacky Kennedy, Program Lead, GreenCommunitiesCASE STUDY #3: University of Victoria• “To increase the convenience of cycling on campus,we provided more than 2,900 bike parking spacesincluding96 bicycle lockers for rent, covered bicycleshelters, clothing storage lockers, shower and changeroom facilities (now available in 9 buildings), electricbike charging stations, a self-service bike repairkiosk, pressurized air hoses, a towel service, bicyclesfor facilities and maintenance staff to use on theirrounds, and a bike bursary program for students. Wealso widely promoted the annual Bike to Work eventswith high participation rates of both staff andstudents. We improved walking infrastructure, forexample through crosswalk improvements andimproved roadway signage. To promote use oftransit, we introduced discounted universal studenttransit passes (U-Pass) and employee discountedtransit passes (E-Pass).“We arranged for staff who do not own a vehicle toget free membership in the Victoria Car Share Co-Op, providing access to 20 car share vehicles ingreater Victoria, including four on campus. We alsoarranged for University staff who get to work usingsustainable modes, to access a University vehicle forpersonal or business use during the day. We setautomobile parking fees at market rates (i.e. we donot subsidize parking) and provide designatedparking for those who rideshare and carpool/vanpool.We also reduce the number of trips through more oncampushousing and videoconferencing. We havecreated “Green Event” guidelines that advise eventplanners to encourage conference and event attendeesto travel to campus using sustainable transportationsuch as transit, carpool, cycle or walk.”–Rita Fromholt, Sustainability Coordinator, Universityof VictoriaCASE STUDY #4: Whitehorse MovesUVic provides a self-service bike maintenance andrepair kiosk, with pressurized air hoses.• “We did a number of things to make walking andcycling more competitive with driving. Weimproved active transportation road and trailinfrastructure leading to and within the downtowncore, by introducing new cycling lanes, multi-usetrails, connector paths and stairways, road-diets,bike parking stalls, a new roundabout at a keyintersection, and a new pedestrian and cyclingbridge. We also offered free basic bikemaintenance courses, held commuter challenges,and ran a “look who’s cycling now” feature in ourlocal newspaper. Our long, harsh winters posed aparticular barrier. We ensured that clearing keytrails after snowstorms had equal priority toclearing key roadways for automobiles. We alsowent with seasonally specific themes – walkingand cycling in the spring and summer; carpoolingand transit in the fall and winter.”–Sabine Schweiger,Environmental Coordinator, Town of Whitehorse44

6. Establish PartnershipsThis chapter discusses partnering with organizations thatshare the same interests and goals to reduce barriers,increase benefits, improve the credibility of yourmessages, and facilitate access to your audiences. Thiscan involve formalizing further activities with theorganizations represented on your planning team and alsoreaching out to additional organizations. You’ll find ideasfor the nature and scope of possible contributions, andpotential benefits that might attract partners, in theWhitehorse Moves case study. Once you’ve completedthis chapter you’ll be ready to approach potential partners.In ShortEstablish mutually beneficial partnerships withorganizations that could adopt a range ofmeasures or policies to address barriers orprovide additional resources, increase thecredibility of your messages, and facilitate youraccess to audiences.Draw up a written partnership agreement.A. Needs SoughtList the needs that are the most important to fulfillfrom partnering. Consider possible contributionstowards: credibility, access to your target audiences,supportive policies, and resources to implement yourstrategy (including funding, staff, volunteers, knowhow,program materials, and facilities).B. Possible organizationsGiven your needs, list possible partners that couldhelp in those areas. Circle the ones that could be mosthelpful.C. AcceptabilityOf those you listed, note which would be partnersthat would be acceptable to your organization,audience, funder, the media and other keystakeholders.D. Nature and scope of contributionNote specifically how you would like eachorganization to contribute.E. Benefits to themRecommendationsNote: The letter beside each recommendation belowcorresponds with the worksheet section to which itapplies.Use Worksheet 6 to organize and summarize yourthinking.Check if your organization has a partnership orsponsorship policy, or if it should develop one beforeapproaching partners, especially from the private sector.Engage partners at every step, communicate regularly,and treat your various partners and sponsors fairly.Before approaching potential partner organizations,analyze them as you would analyze any otheraudience. They will expect benefits, may see barriersand are likely to consult other people before agreeingto your proposal. Build your case accordingly.F. NotesIf the potential partner would be more likely torespond positively if asked by someone they alreadyknow and trust, consider who could make that requestfor you. Also note any particular terms of theagreement that come to mind, and how you might putyour mutual commitments in writing.45

PRIMARY EXAMPLE – CASE STUDY #4: Whitehorse MovesHere’s how Whitehorse Moves would have filled in Worksheet 6.Worksheet 6: Establish partnershipsA. Needs Sought: Expertise, funding for infrastructure improvements, promotion, clearing trails in winterB. PossibleorganizationsC.OK?D. Nature and scope ofcontributionE. Benefits to them F. NotesCyclingAssociation of theYukon, RiverdaleCommunityAssociation,Yukon Council onDisabilityOK» Expertise (design andimplementation,accessibility issues)» Meet policy /workplanobjectivesGovernment ofCanada – OneTonne ChallengeOK» Funding (consumerresearch survey,promotional slide attheatre)» Meet policy /workplanobjectives» Promoting links withclimate changeIcycle Sport OK » Incentives (prizes) » Communitypromotion andgood willKlondikeSnowmobileAssociationOK» Clearing trails in winter(after snowfalls, packingthe main trails into andout of downtown)» Communityservice» RecreationopportunityMain Street Yukon OK » Support and advice fromdowntown businesses» Funding (landscapeplanter boxes)» Tourism benefitsfrom improvedtrail infrastructure46

Northern ClimateExchangeOK» Promotion to YukonCollege students andstaff» Meet policy /workplanobjectivesRec. and ParksAssoc. of theYukonOK» Financial support» Expertise» Meet policy /workplanobjectivesRotary Clubs ofWhitehorseOK» Funding (“purchase aplank campaign” for newpedestrian bridge)» CommunityserviceSkookum Asphalt OK » Expertise (design andconstruction)» Communityservice andpublic relationsTransport Canada OK » Contribution towardsfunding» Expertise, advice andopportunities toexchange ideas withothers» Meet policy /workplanobjectivesYukon ElectricalCompany Ltd.OK» Funding (improved streetand trail lighting)» Meet policy /workplanobjectivesYukon EnergyCorporationOK» Funding (new pedestrianbridge)» Meet policy /workplanobjectivesYukon TerritorialGovernmentOK» Funding (cyclingcommuter map)» Meet policy /workplanobjectives• “We knew it was important to clear the walking andcycling pathways in the winter, but we didn’t havethe resources to do it ourselves. One of our partnersis a local snowmobile club and they’ve been packingthe main trails into and out of downtown along thewaterfront.”–Sabine Schweiger, Environmental Coordinator,City of Whitehorse47

7. Pre-test and Pilot TestThis chapter describes ways to keep checking withreality as you develop your program, to identify andresolve weaknesses, ensure the program will work, andimprove its cost-effectiveness. The case study examplesfrom GCC’s Active and Safe Routes to School Programand Winnipeg’s WinSmart Showcase illustrate both indepthand quick-and-dirty ways of doing this testing.Once you’ve completed these tests, you and yourmanagers / funders can have confidence investing moreresources in your program.In ShortPre-testing is necessary to ensure that specificelements of the program are ready for pilottesting. Note for small programs 27Pilot testing is necessary to ensure that theprogram works, and to measure and improve itscost-effectiveness. Note for small programs 28In both cases, refinement may be required.During pre-testing and pilot testing, compare anumber of approaches, so you can learn moreabout the strengths, weaknesses and costbenefitsof each.RecommendationsNote: In this chapter there are two worksheets: Pretesting(Worksheet 7a) and Pilot testing (Worksheet 7b).The letter beside each recommendation belowcorresponds with the worksheet section to which itapplies.Pre-Testing (Worksheet 7a)A. Purpose and TimingWrite down what you want to learn from pre-testing,and note when you will need that information. Youcan pre-test your strategy, tactics, messages,information products and communication channels,and you can pre-test at early concept stages as well aswhen developing materials. Do not overreact to pretestresults – use your judgment. Sound planning inprevious steps should not create too many surprises.Before developing your own program materials, youmay want to check to see if there are existingcommunication products that could be used (withpermission, of course) as is or that could be adaptedfor your situation. It is advised that you pre-test theseto see how well they would work for your targetaudiences and what (if any) changes would berequired.Typically, pre-testing aims to learn about one or moreof the following factors:27Note for small programs and those with less financial ororganizational capacity: This step need not be onerous.Consider going to some pre-scheduled meetings (thatmay have a different purpose but include your targetaudience), and gathering a few volunteers from yourtarget audience who are willing to do a focus group inexchange for a small incentive. If the people you meetwith are not representative of all your key audiencesegments, account as best you can for these missingopinions.i. Intrusion: When testing tactics, messages,information products and communicationchannels, you can check to see if yourapproach would be able to break through the28Similarly, you can pilot test even with a very smallproject and a shoestring budget. When we say start on arelatively small scale, we are simply suggesting that youtest out and improve your approach until you are satisfiedthat it will meet your objectives, before committing towidespread implementation.48

ii.iii.iv.B. Participantsclutter of existing information and get youraudience’s attention.Impact on barriers and motivators: Test ifyour target audiences think your approachwould successfully address their mainbarriers to adopting the transportationbehaviours you are promoting, and if theapproach would help motivate them to dothe behaviours.Impact on behaviour: Ultimately, you willwant to know if your approach is likely tobring about the desired changes in travelbehaviour and what you can do to make thismore likely.Other factors: You can also use thisopportunity to check the credibility,relevance and appropriateness of yourapproach. If you are pre-testing messagingor communications products, ask if anythingis confusing or offensive and also check foroverall comprehensibility and recall.Decide which segments of your audience you want toinclude and exclude in testing.C. MethodConsider using focus groups, interviews, an“advisory group”, or trying to have your item addedto an agenda of a pre-scheduled meeting (that mayhave a difference purpose but that includes yourtarget audience).D. QuestionsTo get you started, we’ve included the following listof typical pre-testing questions 29i. What is the main idea of the (programstrategy / concept for a communicationproduct - such as an ad, brochure etc. /mock-up of the communication product)?What is the main message you get from it?ii.Who do you think it is intended for? (thishelps assess if your target audiences think it29Many of these points have been adapted from Siegel, M.& Doner Lotenberg, L. (2007). Marketing public health –Strategies to promote social change (2 nd ed.). Sudbury,Massachusetts: Jones and Bartlett Publishersiii.iv.is relevant to them)What action does it want you / them to take?How likely would you be to take that action?If unlikely, what would it take?v. What aspects will work in influencing youand people like you to … (the transportationbehaviour being promoted)?vi.vii.viii.ix.What aspects won’t/don’t work? What, ifanything, discourages you from (doing thebehaviour / making the change)?Was anything offensive (messaging, images,etc.)? If so, what didn’t you like? Whowould it offend? If it was offensive, why?How can it be rectified?What, if anything, did you particularly like?Why did you like it? What, if anything didyou particularly dislike? Why did youdislike it? What could make it better?When testing messages: Was anything hardto understand? If so, what? Was anythinghard to believe? If so, what?When asking questions, order matters. To avoidbiasing answers, wait until later in a session toexplain your program’s objectives, move from openendedquestions towards ones that ask or probe forspecific answers, and test concepts before messagingand graphics. If you want to get at participants’ initialresponses before being influenced by others in thegroup, ask them to write down their comments beforesharing them.You can ask about behavioural intentions before andafter presenting your material, to test for impact onbehaviours.Pilot Testing (Worksheet 7b)Pilot testing enables you to test out your approach on asmall scale and make improvements before rolling it outmore broadly. Evaluation results may indicate that youare likely to meet your objectives using the approach - i.e.your CBSM strategy is ready for broader implementation,with some improvements to increase program impacts andreduce cost of delivery. On the other hand, the results mayindicate that the approach is not successful enough tojustify expansion of scope; in this case, it may beappropriate to adjust the strategy in light of lessons49

learned and to re-pilot. If you don’t have a budget forpilot testing, consider using part of your research budgetfor this purpose.E. ParticipantsPilot test your entire strategy on a relatively smallscale to allow for troubleshooting problems andmaking improvements before widespreadimplementation.F. Evaluation MethodThe monitoring and evaluation methods used duringthe pilot testing phase should be as similar as possibleto those developed for use during full-scaleimplementation. Randomly select one or more groupsthat will be approached according to your strategy(remember to compare a number of approaches, soyou can learn more about the strengths, weaknessesand cost-benefits of each). At the same time,randomly select one or more groups that will serve asa comparison (control” groups). Ensure that you areable to collect some impact data on an ongoing basisthroughout the pilot (not just at the end of it) so youmake adjustments as necessary and avoid a failedpilot.G. Data to CollectCollect data for each measure (see also chapters threeand eight), starting from before your pilot starts(baseline) and lasting for a while afterwards (tomeasure how your impact is sustained).FIRST EXAMPLE – Case Study #2: GCC’s Active and Safe Routes to School program.Here’s an example of a quick-and-dirty pre-test for a DVD, and a more involved pilot study, byGCC’s Active and Safe Routes to School programWorksheet 7a: Pre-testingA. Purpose and Timing (What do you want to learn? When should you carry out the pre-test(s)?)Planning to use a DVD on walking and cycling safety for children, designed for the classroom use, created inBritish Columbia by ICBC in 2006/7; pretest by December 2008 to see if it would be used by teachers underOntario’s new curriculumB. Participants (Which segments of your audience do you want to include and exclude in testing?)Five teachersC. Method: Send the DVD to them and get their commentsD. Questions: Would you use it? How often? For what purpose? How much preparation work would youneed to do before using it in your classrooms? What would make it easier to use and more helpful to you?Worksheet 7b: Pilot testing50

E. Participants» Elementary schools in each of four provinces (NS, ON, AB and BC) – 3 pilot and 2 control schools perprovince (20 in all)F. Evaluation Method» Hands-up classroom survey» Family survey» Optional: Traffic/pedestrian/cyclist counts (requires stationing people at each entrance to the school, so itis very labour intensive)G. Data to Collect» Hands-up classroom survey – mode of transportation used by every student in the school to AND fromschool for one week» Family survey – information from every family about present mode of school transportation, routes takento school, existing barriers along those route, and attitudes towards school travel» Optional: Traffic/pedestrian/cyclist counts – number of pedestrians/cyclists/vehicles arriving via thatentrance; unsafe behaviorSECOND EXAMPLE – Case Study #5: Winnipeg’s WinSmart Showcase (Community-Based Travel Marketing pilot)The WinSmart Community-Based Travel Marketing pilot tested the effectiveness of theindividualized marketing model within the Winnipeg context. It also served to build local capacityand expertise to deliver such a program in advance of a large-scale application. Here’s how it wouldhave filled in Worksheet 7b.Worksheet 7b: Pilot testingE. ParticipantsA total of 2,200 households out of a possible 9,600 households in the pilot project area to be randomlyselected for participation. In future, given ample budget, every household within the selectedneighbourhood(s) would be invited to participateThe neighbourhoods and number of households selected to participate in the pilot project are based on:» Location within the Pembina Corridor, which represented the focus of the WinSmart initiatives51

» Mix of demographics in the households reached» Walking and cycling proximity to destinations and amenities» Good access to transit» Proximity to the new WinSmart Active Transportation Pathway, which was under development» Project timeframe and budget parametersF. Evaluation MethodOne year after the baseline travel survey, participating households complete a follow-up survey and the datafrom the two surveys are compared to identify shifts in travel behaviour and to quantify reductions inhousehold transportation emissionsG. Data to CollectHousehold information (name, address, phone number, number of people living in the household and numberof motorized vehicles in the household); demographics for each household member (gender, year of birth,valid driver’s licence, employment status); general transportation profile for each household member(frequency of use of public transit, walking, cycling, carpooling); interest in changing behaviour; and one-daytravel specifics for each one-way trip (time of trip start, origin, destination, mode, time of trip end, distance,whether a motor vehicle is available for the trip)The WinSmart Community-Based Travel Marketing pilot tested the effectiveness of the individualized marketing modelwithin the Winnipeg context.52

8. Implement and Improve ContinuouslyThis chapter looks at how to ensure your programstays on track, evaluate impact, and increase costeffectivenessover time. You’ll see the logic model,timetable and schedule for GCC’s Active and SafeRoutes to School Program, and find out the impacts ofeach of the five case study programs. After doing thisfinal step, you’ll have a social marketing plan forchanging transportation behaviours.In ShortPlan for ongoing monitoring and evaluation.Improve continuously.Before starting your program, set a baseline(see chapter four) and select one or morecontrol or comparison groups.Logic Model and Evaluation Methodology(Worksheet 8a)Summarize your monitoring and evaluation scheme bymapping out your logic model. You can use this modelto summarize how your strategy is expected to workand quickly establish a common language and point ofreference – for example, when gaining cooperation andapprovals from within your organization and whenapproaching potential partners and funders. The modelalso provides a structure for evaluating progresstowards your objectives, explaining any deviationsfrom plan, and identifying opportunities to increasecost-effectiveness. This structure can also be used tomonitor your work as you go and to ensure that yourstrategy is delivered according to plan, is reaching theright audiences, and is successfully changing travelbehaviours.Innovate and compare approaches on anongoing basis so you can increase costeffectivenessover time.Monitor some measures frequently to ensureyour program stays on track.Evaluate impact measures at key milestones.Establish a realistic and optimal timetable andbudget.RecommendationsNote: The letter beside each recommendation belowcorresponds with the worksheet section to which itapplies.Use your logic model to summarize how your strategyis expected to work and quickly establish a commonlanguage and point of reference.Use Worksheets 8a, 8b and 8c to organize and recordyour thinking. Plan to innovate and compareapproaches on an ongoing basis so you can increasecost-effectiveness over time. Consider hiring anevaluation expert to assist you and maintain objectivity.53

A. InputsList all of the resources that will contributesignificantly to achieving your program objectives.Include, for example, your program budget (thetotal from Worksheet 8c), the number of staff andvolunteers, partner resources, and anticipatedinfrastructure improvements beyond your control(such as a new cycling trail). When evaluating yourprogram, account for any changes to these and howthat may have affected your results.B. OutputsWrite down the main ways by which you will reachout to and influence your target audiences (theseare the components and deliverables of yourmarketing mix, from chapter five). To setPromotion targets, note how many members ofeach target audience you will reach, howfrequently, and though what communicationchannels. To set targets for the other three Ps ofmarketing (Product, Price and Place), note theways you will have reduced key barriers to thetravel behaviours, and other ways you will havemade them more attractive, competitive, easy andpopular. Include, for example, any associatedinfrastructure improvements within your control(such as changes in signage or lane markings).C. Outcome indicatorsList the targets you set in chapter four.D. Data collection methodologyFor each indicator, describe what data you willcollect, and how and when you will collect theinformation. If you can, collect mid-term (2-3years) and long-term impact data, not justimmediate results. Also ensure that you have someways of monitoring outcomes (and/or otherindicators of progress towards them) on an ongoingbasis, so you know if you are on track.Wherever possible, make use of control orcomparison groups (randomly selected groups ofpeople who did not participate in and were notexposed to your program). This helps filter outbackground changes and influences so that you canbe more confident in measuring the changes thatare actually a consequence of your program. A lessreliable alternative is to simply compare travelbehaviours before and after implementing yourprogram.If you can, collect mid-term (2-3 years) and longertermimpact data.Timetable (Worksheet 8b)Specify the tasks, people involved and deadlines toensure effective and efficient implementation of youractivities. Assign a competent and dedicated person tooversee each activity.E. Establish baselines (see chapter four)F. Finalize and pre-test the strategy (see chaptersfive and seven)G. Expand existing and establish additionalpartnerships (see chapter six)H. Pre-test messaging (see chapter seven)I. Pilot test (see chapter seven)J. Roll out to broader audience (see chapter eight)K. Monitoring meetings (see chapter eight. Plan forreview meetings to ensure you are staying ontrack.)L. Evaluation milestones (see chapter eight. Setdates for more formal data collection, analysisand reporting.)54

Budget (Worksheet 8c)M. RevenuesInclude all sources of revenue and in-kindcontributions.N. ExpensesInclude all expenses, including staff time andoverhead, outside expertise, research, pre-testing,pilot testing, monitoring, evaluation, promotion,taxes, and contingencies.PRIMARY EXAMPLE – Case Study #2:GCC’s Active and Safe Routes toSchool programHere’s how GCC’s Active and Safe Routes to Schoolprogram would have filled in Worksheets 8a, 8b and 8c,at the time it was launching its School Travel Planninginitiative.Worksheet 8a: Logic model and evaluation methodologyA. Inputs (budget, staff, volunteers, partner resources, anticipated infrastructure improvementsbeyond your control):» National program lead and program manager» Provincial coordinators / consultants» Five schools (3 pilot and 2 control schools) in four provinces (20 in all)» $434,000 funding over two years, for four provinces (see budget below)B. Outputs:Promotion: IWALK clubs, IWALK Days, and Winter Walk Days; walking school buses; in-schoolannouncements, competitions, travel counts and recognition programsProduct, Price, Place: school-based program; neighbourhood walkabouts, school travel plans, andrelated infrastructure improvements; walking school buses; incentives, competitions and recognition forinitial and more frequent participationC. Outcome indicators D. Data collection methodologyShort termProportion of childrenwalking and cycling toschool» Hands-up classroom surveysLonger termProportion of childrenwalking and cycling toschool» Hands-up classroom surveys» Family surveys55

Worksheet 8b: TimetableTypical Tasks Dates Person-in-chargeE. Establish baselines » By October 2008 » Individual schoolsF. Finalize and pre-test thestrategy» By October 2008 » GCC program lead and programmanagerG. Establish partnerships » By October 2008 » Individual schoolsH. Pre-test DVD » By December 2008 » GCC program lead and programmanagerI. Pilot test » By March 2009 (firstfour provinces)» GCC program lead and programmanager» Individual schoolsJ. Roll out to broader audience » By March 2012 (sixprovinces and oneterritory)» GCC program lead and programmanagerK. Monitoring meetings » Meetings every 4-8weeks (via Skype,webinars, andteleconference)» GCC program lead and programmanagerL. Evaluation milestones » March 2009 (first fourprovinces)» May 2011 and March2012 (six provincesand one territory)» Individual schools» Wrap-up by GCC program leadand program manager56

Worksheet 8c: BudgetBudget over two years $343,000 as below ($85,750 for each of four provinces).GCC staff and overhead came to an additional $91,000 over two years.M. Revenues $Your organization 0Funders and sponsors GCC 85,750Partners (Each province to match GCC contribution) 30,000Donations 0Other 0Total 115,750N. Expenses $Management and staff ‐ coordination, media and partner relations, selecting andworking with suppliers and volunteers, Web site maintenance, etc.Provincial coordinator100,000Expertise and committees 0Research, pre-testing, pilot-testing, monitoring and evaluation» Honorarium – all 5 schools» Detailed traffic counts at one of the 3 pilots» Incentives8,0001,2503,000Infrastructure improvementsLocal expenseOther strategy components, including communication / promotion expensesMaterial costs / photocopying 2,00057

Other / ContingenciesAttend two national face-to-face training and coordination meetings per year 1,500Total 115,750Program Impacts and Lessons LearnedImpacts From the Other Four ProgramsAt the pilot schools the mode share of activetransportation (walking, walking part-way or biking)increased from 43.8% during the baseline measurementsto 45.9% during the follow-up measurements. While thisis a modest increase, it was seen as a significant stepforward for the first year of implementation, particularlysince all of the pilot schools had no previous experiencewith such programs. GCC’s Active and Safe Routes toSchool program knew from previous work with otherschools, that the mode shift would likely grow each year;in the past, schools with strong program champions andsolid support from both the schools and theircommunities, had over time achieved 60% to 80% modeshares for active transportation.#1: CFS’s Employee Program: At Fondaction, in thefirst two years of the program, the modal share for singleoccupant vehicles decreased by 15%, from 72% of alltrips to 57% of all trips; transit and carpool use increasedcorrespondingly. The number of individual commutingby active transportation has tripled in summer time.According to the family follow-up survey, 13% of parentsdrove less as a result of participation in the pilot.On the basis of the pilot organizers decided that in thenext stage of program testing and rollout they would alsopay each participating school $400 to cover data entry.Carpool and transit use increased while use of activemodes tripled in summer.At the pilot schools, more children walked to schooland their parents drove less.58

#3: University of Victoria’s Travel Choices TDM programTRANSPORTATION MODE 2004 2006 2008SOV 47% 44.1% 37.5%Carpooling (2 or more people) 11.8% 11.9% 12.7%Transit 26% 27.4% 31%Cycling 6% 5.3% 7.1%Walking 9% 11.2% 11.2%Skateboarding 0.2% 0.1% 0.3%There was a 20% modal shift away from SOV driving since 1996, even while the campus population continued to grow.#4: Winnipeg’s WinSmart ShowcaseCommunity-Based Travel Marketing pilot: This portion ofthe showcase resulted in an 11.7% reduction in drivealonemode share and an 18.2% reduction in CO2emissions for participants’ household trips. The numberof vehicle kilometres travelled also decreased by 5.4%.There was a 54.3% relative increase in cycling, a 3.4%increase in walking and an 8% increase in carpooling.Transit use declined by 7.8%, which was attributed in partto the fact that the majority (60%) of people who reportedusing transit in the baseline survey switched to an activemode in the follow-up survey.Park and Ride: Had the new park and ride facility notbeen available, 43% of those surveyed would have used amotor vehicle to commute to work, 45% would have usedan alternative transit route, 6.9% would have used acombination of modes, and 5% would have used activetransportation or some other form of transportation.Purchasing an employee bus pass at the University ofVictoria.Real-time electronic bus departure displays: Of transituser surveyed, 44.8% said that they would take at leastone more trip per week specifically because of theaddition of the displays.Active transportation path: Of trail users surveyed, 14%said they would have used their car for transportation hadthe new path not been available, 12% would have usedtransit, 45% and 22% would have cycled and walked59

using another route, and 6% would have used acombination of modes.#5: Whitehorse Moves: 10% increase in the number ofhouseholds that had at least one member of the householdwalk or cycle downtown. In addition, downtowncommuters increased their frequency of cycling andwalking (between April and October).WinSmart’s Community-Based Travel Marketingpilot observed a 54% relative increase in cyclingamong program participants. Photo by Nils Vik.In Whitehorse, downtown commuters increased theirfrequency of cycling and walking between April andOctober.60

Piece Together YourSocial Marketing PlanThis chapter contains blank copies of all worksheets, for your convenience. Photocopy or printthem as needed.Worksheet 1: Form a planning teamA. Planning team membersB. Other stakeholders. Who are they and how and when will you consult them?C. Schedule the first two to three planning team meetingsD. Terms of Reference. Who will prepare this and by what date will it be done?61

Worksheet 2a: Focus and rationaleA. Main issues:B. Why you, why now?C. Financial limitations:Worksheet 2b: Behaviors and audiencesD. TransportationbehavioursList them below:E. PrimaryaudiencesF. Secondary audiences (who are they and what do youwant them to do)?62

Worksheet 3a: Audience analysis and segmentationA. Audience:B. Travel Behaviour: What you want them to do?Those who haveadopted thebehaviourThose who have notC. Demographic dataD. Benefits and incentives:Why are/would they do thebehaviour? Will incentives berequired to engage thisaudience? If so – what kind ofincentives?E. Barriers: Why would theystop / aren’t they? Whichbarriers have the greatestimpact and which ones canyou influence most costeffectively?F. Influencers: Who has aninfluence on them?G. What do they perceive thenorm to be? Have most peoplelike them adopted thebehaviour?H. Media habits and channelsof communications63

I. Membership in groups, andevents and places where theycan be reachedJ. Segmentation: Among those who have not yet adopted the behaviour, can you identify specificsegments that are more receptive than others? More successful at adopting the new behaviour?More likely to maintain it? On what basis (elimination of barriers, possible benefits, and/ordemographics)?K. Key moments: When are your audiences most likely to try and adopt the desired and competingtravel behaviours?L. Missing information: Which research methods will you use to gather the necessary informationto make strategic decisions?64

Worksheet 3b: Opportunities and ChallengesM. Competition: With what and/or whom are you competing for your audience’s attention?Should you compete with or join your competitors?N. Community Support: Is the community or setting generally supportive and ready or not?O. Other Opportunities and Challenges: Are there legal, political, social, environmental, economic,business, technological, ethical or any other considerations and events that represent an opportunityor challenge?OpportunitiesChallenges65

Worksheet 4: ObjectivesAudience/Segment A. Indicators B. Baseline C. Target Target Date66

Worksheet 5: Develop the strategyA. Barriers / Price and Place: What are the most important barriers that discourage your targetsegments from adopting the desired travel behaviour? Which ones can you reduce and how will youdo that? Will you need to introduce incentives or disincentives?A. (continued) Where and when will your audience initiate the action or access the service beingpromoted? What facilities, systems, times and other factors can make the desired transportationoptions more convenient and pleasant?B. Product: How can you improve on your product? How are you going to make the desired travelchoice more attractive, competitive and popular?C. Positioning and branding: How do you want the audience to see the desired behaviour and yourinitiative or organization? Will you use some elements (e.g., name, slogan, terms, packaging, graphicand/or sound elements) to brand the behaviour or your initiative?Continued…67

D. Additional Tools of Change: How and when will you prompt people to do the behaviour? Howwill you build motivation and reinforce the behaviour over time? For example, how and when willyou ask for commitments, raise the visibility of participation (norm appeal) and provide feedbackand recognition?E. Promotion – messaging: What messages will you convey? Will they highlight benefits, norms orinfluential individuals, promote ways to overcome barriers and/or include specific calls to action?F. Promotion – channels: What combination of interpersonal channels (e.g., word-of-mouth, homevisits, events, workplace and school place programs) will you select to convey your messages? Whatcombination of other media channels will you select to convey your messages?68

Worksheet 6: Establish partnershipsA. Needs Sought:B. PossibleorganizationsC.OK?D. Nature and scope ofcontributionE. Benefits to them F. Notes69

Worksheet 7a: Pre-testingA. Purpose and Timing (What do you want to learn? When should you carry out the pre-test(s)?B. Participants (Which segments of your audience do you want to include and exclude in testing?)C. Method:D. Questions:Worksheet 7b: Pilot testingE. ParticipantsF. Evaluation MethodG. Data to Collect71

Worksheet 8a: Logic model and evaluation methodologyA. Inputs (budget, staff, volunteers, partner resources, anticipated infrastructure improvementsbeyond your control):B. Outputs:Promotion:Product, Price, Place:Short termC. Outcome indicators D. Data collection methodologyLonger term72

Worksheet 8b: TimetableTypical Tasks Dates Person-in-chargeE. Establish baselinesF. Finalize and pre-test thestrategyG. Establish partnershipsH. Pre-test DVDI. Pilot testJ. Roll out to broader audienceK. Monitoring meetingsL. Evaluation milestones73

Worksheet 8c: BudgetM. Revenues $Your organization $Funders and sponsors $Partners $Donations $Other $Total $N. ExpensesManagement and staff - coordination, media and partner relations, selecting andworking with suppliers and volunteers, Web site maintenance, etc.$Research, pre-testing, pilot-testing, monitoring and evaluation $Infrastructure improvements $Other strategy components, including communication / promotion expenses $Other / Contingencies $Total $74

Resources( 1 ) Form a planning teamOnlineTransport Canada (2010). Workplace TravelPlans. Provides details about TMAs and otherpotential team members focused on workplaceTDM.http://www.tc.gc.ca/eng/programs/environmenturban-menu-eng-1682.htmPrintLagarde, F. (2004). The challenge of bilingualism– ParticipACTION campaigns succeeded in twolanguages. Canadian Journal of Public Health, 95(Suppl. 2), S30-S32. Examines the factorsassociated with successful bilingual campaigns,including the need to involve skilled English andFrench staff and suppliers at every step of thecreative development and production process.Lagarde, F. (2009). What if your organizationcouldn’t care less about social marketing? SocialMarketing Quarterly, 15(2), 105-108. Describeschallenges and opportunities when introducingsocial marketing practices to organizations.( 2 ) Determine focus, behaviours andaudiencesOnlineand behavioural influences affecting sustainabletransportation. Provides an overview of recentCanadian research findings, including barriers andbenefits, and identifies sources for locating thistype of informationhttp://www.tc.gc.ca/eng/programs/environmenturban-menu-eng-2084.htmPrintLagarde, F. (2006). Le marketing social. In G.Carroll (ed.), Pratiques en santé communautaire(pp. 99-112). Montreal: Chenelière Éducation.One of the few social marketing resourcesavailable in French, this book chapter provides asuccinct yet comprehensive review of socialmarketing principles and planning steps along withethical considerations.Möser, G. & Bamberg, S. (2008). Theeffectiveness of soft transport policy measures: Acritical assessment and meta-analysis of empiricalevidence. Journal of Environmental Psychology,28, 10-26. Provides an extensive review of studiesevaluating three types of soft transport policymeasures including travel planning, publictransport marketing, and travel awarenesscampaigns.Reynolds, L. & Merritt, R. (2010). Scoping. In J.French, et al. (2010). Social marketing and publichealth: Theory and practice (pp. 161-191). OxfordUniversity Press. Provides systematicrecommendations on how to conduct the initialand formative steps in planning a social marketingproject.Transport Canada (2009). Compendium ofCanadian survey research on consumer attitudes75

( 3 ) Gather informationOnlineACT Canada and Noxon Associates Ltd. (2009)Workplace travel plans: Guidance for Canadianemployers. (pp. 22-26 - Tools for Gathering andAnalyzing Information). Transport Canada. Thecomments on surveys, counts, consultations (focusgroups and open houses) and key indicators (likemodal share and emissions) are helpful even forprograms that are not work-based.http://www.tc.gc.ca/eng/programs/environmenturban-menu-eng-1682.htmKassirer, Jay. Tools of change: Proven methodsfor promoting health, safety and environmentalcitizenship. The site’s detailed case studies ofNorth American travel behaviour programs and itslistings of resources for researching such programscan be accessed directly athttp://toolsofchange.com/en/topicresources/transportation/McKenzie-Mohr, D. Fostering sustainablebehaviour: Community-based social marketing.The site’s collection of transportation articles, casestudies and forums can be accessed directly at thebottom of the home page. www.cbsm.comTransport Canada (2009). Compendium ofCanadian survey research on consumer attitudesand behavioural influences affecting sustainabletransportation. Provides an overview of recentCanadian research findings, including barriers andbenefits, and identifies sources for locating thistype of information.http://www.tc.gc.ca/eng/programs/environmenturban-menu-eng-2084.htmPrintAndreasen, A.R. (2002). Marketing research thatwon’t break the bank. San Francisco: Jossey-BassPublishers.Kotler, P. & Lee, N.R. (2008). Social marketing:Influencing behaviours for good (pp. 96-115).Thousand Oaks, CA: Sage. This comprehensiveand practical textbook is used widely worldwide.The specific section on conducting a situationalanalysis will be particularly useful at this stage ofthe planning process.Lagarde, F. (2004). Worksheets to introduce somebasic concepts of social marketing practices.Social Marketing Quarterly, 10(1), 36-41.Introduces some earlier versions of the worksheetsused in this guide along with suggestions forcompleting them and lessons learned.Maibach, E.W. (2002). Explicating socialmarketing: What is it, and what isn’t it? SocialMarketing Quarterly, 8(4), 6-13. Provides anoverview of key elements of social marketingpractice that differentiate it from educationalapproaches.McKenzie-Mohr, D. & Smith, W. (1999).Fostering sustainable behaviour. Gabriola Island,BC: New Society Publishers. The classic text oncommunity-based social marketing.Myers, J.H. (1996). Segmentation and positioningfor strategic marketing decisions. AmericanMarketing Association.( 4 ) Set objectivesOnlineEnvironment Canada. EcoAction CommunityFunding Program – Funding resource guide(Section on Objectives).www.ec.gc.ca/ecoaction/default.asp?lang=En&n=D10BC75F-1#at_a_glanceHealth Canada. Social marketing e-learning tool– Section 3: Setting objectives. www.hcsc.gc.ca/ahc-asc/activit/marketsoc/toolsoutils/_sec3/index-eng.phpKassirer, Jay. Tools of change: Proven methodsfor promoting health, safety and environmentalcitizenship. Contains case studies showing whatothers have achieved. www.toolsofchange.com76

McKenzie-Mohr, D. Fostering SustainableBehaviour: Community-Based Social Marketing.Contains case studies of what others haveachieved. www.cbsm.comTransport Canada (2009). Canadian Guidelinesfor the Measurement of TDM Initiatives: User’sGuide. www.tc.gc.ca/eng/programs/environment-urban-guidelines-practitioners-tdmguide2009-menu-1657.htmPrintMyers, J.H. (1996). Segmentation and positioningfor strategic marketing decisions. AmericanMarketing Association. Describes segmentationmethods in detail.( 5 ) Develop the strategyOnlineACT Canada and Noxon Associates Ltd. (2009).Workplace travel plans: Guidance for Canadianemployers (pp. 22-26 - Tools for Gathering andAnalyzing Information). Transport Canada.Outlines nine groups of strategy measures forworkplaces.http://www.tc.gc.ca/eng/programs/environmenturban-menu-eng-1682.htmCalstart (2009). A Compendium of SustainableCommunity Transportation Strategies.http://www.calstart.org/Libraries/First_Mile_Documents/Compendium_of_Sustainable_Community_Transportation_Strategies.sflb.ashxKassirer, Jay. Tools of change: Proven methodsfor promoting health, safety and environmentalCitizenship. The site’s detailed case studies ofCanadian and American travel behaviourprograms can be accessed directly athttp://toolsofchange.com/en/topicresources/transportation/.McKenzie-Mohr, D. Fostering sustainablebehaviour: Community-based social marketing.The site’s collection of transportation articles, casestudies, strategies and forums can be accesseddirectly at the bottom of the home page.www.cbsm.comNational Cancer Institute. Making healthcommunication programs work. Outlines the basicplanning steps that can help make anycommunication program work, regardless of size,topic, geographic span, intended audience, orbudget. http://cancer.gov/pinkbook/page5Ogilvie, D. et al. (2007). Interventions to promotewalking: systematic review. BMJ, 334, 1204.www.bmj.com/cgi/content/full/334/7605/1204The Health Communication Unit. Selectcommunication channels and vehicles. Provides alist of key selection considerations for and detailedmenus of possible communication channels.http://www.thcu.ca/infoandresources/publications/StepSixSelectChannelsVehiclesForWebOct9-03.pdfVictoria Transport Policy Institute. Online TDMencyclopedia. Reviews a range of transportationdemand management strategies. www.vtpi.orgPrintHastings, G. (2007). Social Marketing: Whyshould the devil have all the best tunes?Butterworth Heinemann. (See Chapter 4: Openingthe Toolbox, pp. 59-79). Contains practical stepsand tips for strategy development.Hornik, R.C. (2002). Exposure: Theory andevidence about all the ways it matters. SocialMarketing Quarterly, 8(3), 30-37. Demonstratesthe need to devise a strategy for obtaining enoughexposure to messages, through multiple channels,over time.Kaplan, A.M., & Haenlein, M. (2010). Users ofthe world, unite! The challenges and opportunitiesof social media. Business Horizons, 53, 59-68.Describes the concept of social media andprovides a classification of possible applications.McKenzie-Mohr, D. & Smith, W. (1999).Fostering sustainable behaviour. Gabriola Island,77

BC: New Society Publishers. The classic text oncommunity-based social marketing.Mintz, J.H., & Chan, J. (2009). Guide to brandingin the public and not-for-profit sectors. Ottawa,Ontario: Centre of Excellence for Public SectorMarketing.Behaviour: Community-based social marketing.www.cbsm.comNational Cancer Institute. Pink book – Makinghealth communication programs work. (See StageTwo “Developing and Pretesting Concepts,Messages and Materials”)http://www.cancer.gov/pinkbook/page6( 6 ) Form PartnershipsOnlineColterman, B. (2008). Elements ofeffective partnering, and Using objectives tosimplify your approach towards partnersand sponsors.http://berniecolterman.wordpress.com/2008/08andhttp://berniecolterman.wordpress.com/2008/03PrintFrench, J. (2010). Partnerships in socialmarketing. In J. French, et al. (eds.), Socialmarketing and public health: Theory and practice(pp. 301-317). Oxford University Press. Adviseshow to select appropriate partners and developa partnership management system.Kotler, P. & Lee, N. (2005). Corporate socialresponsibility. John Wiley & Sons. Providesinsight on ways corporations are approaching theircontributions to social issues.PrintSiegel, M. and Doner, L. (2007). Marketing publichealth: Strategies to promote social change (2 nded.). Sudbury, Massachusetts: Jones and BartlettPublishers. Covers all aspects of planning,implementing and evaluating public healthinitiatives.( 8 ) Implement and improvecontinuouslyOnlineTransport Canada. (2009). Canadian Guidelinesfor the Measurement of TDM Initiatives: User’sGuide. www.tc.gc.ca/eng/programs/environment-urban-guidelines-practitioners-tdmguide2009-menu-1657.htmUniversity of Wisconsin Extension, ProgramDevelopment and Evaluation Unit. Logic Models.Demonstrates how to construct a logic modelshowing the intended relationships betweeninvestments and results.www.uwex.edu/ces/pdande/evaluation/evallogicmodel.html#more( 7 ) Pre-test and pilot testOnlineCentre for Disease Control. Social marketing fornutrition and physical activity web course (Start atwww.cdc.gov/nccdphp/dnpa/socialmarketing/training/phase4/pretesting.htm and click on the “next”button at the bottom right to continue).McKenzie-Mohr, D. Fostering Sustainable78

AppendixChannels of Communication 30The following is a list of channels ofcommunication to consider.Interpersonal Interaction• Word-of-mouth• Presentations (in settings identified in youraudience analysis)• Association and club meetings and activities• Courses / training sessions• School-based lessons / curriculum• Workplace activities and meetings• Social media (e.g. Facebook and Twitter)Events (these can involve interpersonal interactionsand/or media at the events)• Fund-raisers• Rallies• Awards ceremoniesEnsure that events will effectively reach the intendedaudience. It may be more cost-effective to work withinan existing and successful event to attract youraudience, rather than organizing your own.Media• Direct mail: brochures, generic letters, tailoredletters, trial offers, kits, etc.• Displays• Magazines: articles, ads• Newspaper: commentaries, letters to the editor,news coverage, supplements, advertisements• Online world 31 : e-mail (tailored or generic), websites, advertisements, blogs• Family events / gatherings• Community events / gatherings• Sport and artistic events• Conferences• Contests• Fairs30Adapted from The Health Communication Unit –University of Toronto and other sources (seeRecommended Readings.)31Web sites are increasingly becoming an importantcomponent of social marketing promotion. Visitors areinformation-seekers, who are already receptive to yourproduct or service. You should therefore provide howtoinformation, not just general motivational messages.Your Web site URL should be given high visibility in allmaterials and activities, and should include a name thatis easy to remember. Be sure the Web site is attractive,easy to navigate, fast to download, interactive, withreasons for future visits and is consistent with all othercampaign materials.79

• Other print media: brochures, booklets, flyers,paycheck stuffers, newsletters, comics/stories,newsletter articles, newsletter ads, posters, otherprint ads• Outdoor: billboards, signage, transit shelter ads,bus ads, streetcar ads• Phone: direct calling with message, hotline (live),info-line (taped message)• Point of purchase: brochures / other print materials,demonstrations, displays, posters, videos, audiorecordings, information booths• Promotional items: fridge magnets, hats, buttons,bags, pens, pencils, stress balls, bracelets• Radio: Community announcements, advertisement,phone-in shows, news coverage, guest speakers,editorials / commentaries• Television: community channel text ads /messages, documentaries / extended educationalpieces, news coverage, programming,advertisementsIf you consider using the mass media to communicateyour message, determine which approach to take:Generating publicity is the most realistic approach togaining visibility in the media. Getting coverage comesfrom personal media contacts, pitching stories to theright people in the media, preparing for interviews andselecting spokespeople including celebrities. This mayrequire training the spokespeople, organizing newsconferences and briefings. 32Paid advertising or unpaid public serviceannouncements can be a powerful means ofcommunication, but are also expensive and it can bedifficult to ensure ongoing exposure. If you rely on freeairtime (e.g. PSAs), confirm placement before spendingany money on production. You may want to hire amedia placement consultant or agency (perhaps thesame one that is developing your messages) tomaximize your resources by selecting the right mediawith the optimal frequency and duration to reach youraudience and achieve your objectives.• Movie: product placement, programming32Bonk, K., Griggs, H. & Tynes, E. (1999). Strategiccommunications for nonprofits. San Francisco, CA: JosseyBass.80