Insight and Segmentation SM ChaMPs training course 23 May 2011
Session outline • Learning objectives & introduction (10 mins) • What is insight and how is it used? (30 mins) • Where do you find insight? (20 mins) • Developing actionable insight (10 mins) • Break (15 mins) • Why segment? (25 mins) • Ways to segment (30 mins) • Using segmentation (25 mins) • Prioritising segments (10 mins)
Learning objectives • Understand of the role of insight and segmentation in the behaviour change planning process • Recognise importance of starting with customer in mind, and understanding peoples lives in the round • Know how to start identifying and teasing out what moves and motivates people • Be aware of what to consider when considering why and how to segment a population • Be familiar with some practical approaches to segmentation and targeting
Scoping stage of the planning process The stage of the planning process where customer insight is critical and appropriate segmentation of your target audience(s) is carried out.
Understand your audience – why we need insight
“You never really know a man until you stand in his shoes and walk around in them. ” Harper Lee: To Kill a Mockingbird
Start with the Understand customer your audience
Some key questions to ask? • Who is it that you are interested in? • What is it like to be in their shoes? • What behaviours are you focusing on? • What drives people‟s behaviour? • Do they all behave in a similar way? • Are people influenced by different things?
Identify influences on behaviour M essenger I ncentives N orms D efaults S alience P riming A ffect C ommitments E go
Identifying your audience? Whose behaviour do you need to influence? Influencers? Enablers or Facilitators preventers? Primary school children Primary audience
Identifying your audience? Influencers? Facilitators? Enablers or preventers? Parents, family, friends, teachers, retailers, the media, People running weight peers School management, management LEA, retailers, other programme, leisure policy people centres, schools Primary school children Primary audience
Analyse competition Competition can be direct and indirect Source: NSMC
Analyse costs & benefits(exchange) Reduce Increase Disincentives/costs Incentives/benefits
A rounded analysis – problem and desired behaviour The „ problem ‟ behaviour The „ desired ‟ behaviour How is it formed in the How is it formed in the first place? first place? How is it maintained How is it maintained or or reinforced? reinforced? How might it be How might it be reduced? increased/supported?
Behavioural triangles Desired behaviour BEHAVIOUR Problem behaviour
Insight points to possible ‘actions’ promote/increase remove/reduce Desired behaviour BEHAVIOUR Problem behaviour remove/reduce promote/increase
Task 1. Pick a behavioural challenge 2. Identify two barriers you could put in place to prevent the problem behaviour 3. Identify two incentives you can put in place to promote the desired behaviour
What kind of ‘insight’? Reality Does it reflect something significant in people‟s lives? Is it applicable to encouraging the behaviour shifts we Relevant are looking for? Rings bells Does it ring true? Reaction Will people act or think differently if we apply it?
Where do we get insight? How do we use it?
Where do we get insight? „Qual‟ „Quant‟ • Focus groups & • Surveys interviews • Questionnaire based • Customer journey mapping consultation • Ethnography/Immersion • Management (time with people) info/databases • Open response based • Media analysis consultation
Task Where can you find insight for your behavioural challenges?
Developing Actionable Insights
Insight : Layers of understanding Data Understanding Insight WHY? SO WHAT? What strikes a chord with people Why it is happening Facts: what’s going on
Example: Rear seat belts DATA UNDERSTANDING INSIGHT • 86% believe won‟t have an accident on short journey / locally Won’t happen to me – • Believe can control their movements in I’m in control’ • 86% believe won’t have an accident on short • 86% believe won’t have an accident on short the back seats journey / locally journey / locally • 86% believe not at risk on short journeys • Believe can control their movements in the back • Believe can control their movements in the back ‘Won’t happen to seats seats me - I’m in control’ „I don‟t want • Believe they are in control in the back but • 86% believe not at risk on short journeys • 86% believe not at risk on short journeys to live with they can‟t be in reality Biggest risk is to front seat the guilt of • Believe they are in control in the back but they • Believe they are in control in the back but they • Most fatalities not to unbelted back seat Biggest risk is to front passengers on short local can’t in reality can’t in reality killing passenger seat passengers on short drives • Most fatalities not to unbelted back seat • Most fatalities not to unbelted back seat someone • Only 6% of fatalities are on long journeys local drives passenger passenger else‟ or motorway - most routine travel • Only 6% of fatalities are on long journeys or • Only 6% of fatalities are on long journeys or Risk to self not important- motorway - most routine travel motorway - most routine travel risk to • Youths feel safe in the back Risk to self not important- others shocking • Youths feel safe in the back • Youths feel safe in the back • Youths shocked when confronted by risk to others shocking • Youths shocked when confronted by statistics • Youths shocked when confronted by statistics statistics Adapted from: OxfordSM
Application of ‘Actionable Insight’
Action – Insight Driven Safer Travel
Break
Segmentation
Quiz time Male Born 1948 British 2 nd marriage Affluent Well known Organic farmer & Rock Star & bat family sceptic of modern decapitator architecture Ozzy Osbourne HRH Prince Charles
Insight allows us to segment on the basis of how different groups of people behave
Why segment? • Understand market/ audience • Identify groups with shared characteristics • Helps tailor and prioritise services – e.g. target need • Communicate appropriately, design customer-focused services
Characteristics of good segmentation • Segments need to be meaningful - can they be identified efficiently? • Segments need to be cohesive and different - similar within segment and different from other segments • Needs to be actionable - for developing plans - also helps if staff can understand, identify customers in key segments and know how to vary delivery accordingly • But segmentation will need refreshing - things change over time
Commercial Sector Segmentation Task: 1. Who buys these? 2. Why do they buy them? 3. Where might they work? 4. What do they do in their spare time?
Many ways to segment populations Current Socio- Geo- Activities & Attitude Behaviour demographic demographic Lifestyle Psychographic Dependency / Age Urban / rural How do they Needs, addiction spend their desires, issues Life stage Geo- money? aspirations, demographic beliefs and Frequency of Gender Where do they values behaviour Proximity to socialise and Stage of Family size services what do they Personality change: do? type Health status Income Area deprivation What do they Self esteem, Circumstances Social Class read, watch self efficacy, Use of Social Capital and listen to? locus of control services Education Habits What engages Key influences Religion them most? in their life Ethnicity Attitudes
Smoking cessation No-one can Too old Only smoke know I smoke to quit with friends Tried & My only failed pleasure
Smoking cessation Too old Tried & Only smoke No-one can My only to quit know I smoke failed with friends pleasure Plan E Plan D Plan A Plan C Plan B
Group exercise: child obesity Group cards into 4 groups
Most parents of obese children perceive them to be in good health. Few consider the A ‘good eater’ long term effects is a child who Parents of obesity eats a lot and clears the plate are in denial: Most parents of overweight children When both regard their parents are “What problem?” child’s weight overweight, as ‘normal’ 25% of their children are obese compared with 2% for normal weight parents
Parents of obese children think healthy Parents of food takes overweight & much longer to obese prepare, and children rarely cook think that from scratch „ Healthy‟ healthy food doesn’t taste good = Healthy eating is perceived to be [much] „Hard‟ For children, more healthy eating expensive. is seen to be ‘uncool’ and marks them out as different from their peers
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