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Orientation to School Nutrition Management Seminar Participant’s Workbook Field Test Version Marketing Time: 1 hour National Food Service Management Institute, The University of Mississippi, University, MS Lesson: Marketing Participant’s Workbook Revised August 2008 1 Lesson at a Glance Time Allowed 60 minutes 15 minutes Topic Welcome to Marketing Overview of Lesson Activity Introduction to Marketing in School Nutrition Programs Materials Participant Workbook Class Opener Review Competencies Review Lesson Objectives Objective 1 Know the basic principles of marketing. 20 minutes Definition of marketing Identify ways marketing can influence customers Participant Workbook Difference in Marketing and Advertising Identify difference between marketing and advertising. Handout # 1: Advertisement for Foster Farms The role of advertising Participants identify message and target audience in an advertisement. Types of Marketing Identify types of marketing Marketing Principles Understanding the 5 Ps of Social Marketing Handout # 2: Marketing Ps Definitions Handout # 3: Applying the 5 Ps of Social Marketing Objective 2: Know the elements of a marketing plan. 15 minutes Marketing Plan Definition of a Marketing Plan Participant Workbook Steps to Producing a Successful Marketing Plan Marketing Plan Template Preparing a Marketing Plan Using Strategies in a Marketing Plan Using menus to market the benefits of the school meals programs Handout # 4: Marketing Plan Objective 3: Know how to collaborate with other people in the school and community to develop, implement, and evaluate a marketing plan. 10 minutes Why is collaboration important? How schools can collaborate Identify ways to collaborate with others when planning a marketing plan Collaborating with other to promote consumption of nutritious foods Participant Workbook Lesson Evaluation Closing activities Lesson: Marketing Participant’s Workbook Revised August 2008 2 Key Terms Key Term Advertising Definition A direct or commercial way of marketing. It includes informing, getting attention, praising something, and is a form of selling. Collaborate To work jointly with others or together especially in an intellectual endeavor. Direct marketing or commercial marketing The process of promoting and selling the product or service. Market Strategy A well thought out series of tactics to make a marketing plan more effective. Marketing The process of creating, communicating, and delivering value to customers. Marketing mix Refers to the principles of marketing used to influence a target audience. Marketing plan A written plan of an organized approach to change, with goals and objectives identified, and means of accomplishing goals. Measurable Goals Answers questions such as......How much? How many? How will I know when it is accomplished? Merchandising As commonly used in marketing, means maximizing merchandise sales using product selection, product design, product packaging, product pricing, and product display that stimulates consumers to spend more. Social marketing A process for influencing human behavior on a large scale, using marketing principles for the purpose of societal benefit rather than for commercial profit. Lesson: Marketing Participant’s Workbook Revised August 2008 3 Introduction to Marketing Marketing: An Orientation to School Nutrition Management Lesson Overview Marketing is taking place everyday in your life. Think of how many pieces of mail you receive on a daily basis that is a part of some company’s marketing plan. Have you ever counted the number of pages in your favorite magazine that is devoted to colorful displays of company products? Think about the Sunday newspaper – there are more pages devoted to information about products you “should buy” than the news. These examples represent advertisements, but that is part of marketing. Purpose The purpose of this lesson on marketing is to help school nutrition professionals understand the basic principles of marketing and how to apply those principles in the development, implementation, and evaluation of a marketing plan. Competencies Needed for Successful Marketing of School Nutrition Programs Marketing is important enough to be considered one of 14 functional areas for school nutrition directors/supervisors. The Competencies, Knowledge, and Skill Statements for District School Nutrition Directors/Supervisors published at the National Food Service Management Institute in 2001 suggest four competencies in the functional area of marketing are important for success as a school nutrition director. Lesson: Marketing Participant’s Workbook Revised August 2008 4 According to the publication, a competent school nutrition director/supervisor 1. develops a marketing plan to attract students, parents, teachers, administrators, support staff, and community; 2. conducts an on-going evaluation of the marketing plan; 3. communicates program information to encourage and secure support for the SNP from the Board of Education, Administration, Faculty, Students, Parents, and Community; and 4. implements a marketing plan for providing service for Special Functions consistent with Board of Education Policies. Role of the School Nutrition Director 1. Why is it important for the school nutrition district director to use marketing? Answer: A well thought out marketing plan for introducing new products, changes because of new regulations, or program improvements can mean the difference in success and failure. For example, changing the French fries to oven baked potatoes in a high school may take a lot of marketing to change student preferences. Raising the price charged for a school meal by 25 cents may take a lengthy marketing campaign to gain acceptance and to a prevent drop in participation. 2. The role of the School Nutrition Director includes knowing what the customer________ and _________ . The Director must then provide __________and __________ that satisfy customer demands. Lesson: Marketing Participant’s Workbook Revised August 2008 5 3. Marketing school nutrition is also about the school nutrition director helping school administrators and faculty see the value of the child nutrition programs, achieve nutrition related educational objectives, and resolve health issues some children face, such as obesity, diabetes, etc. Marketing Lesson Objectives As a result of taking part in this marketing lesson, participants will: 1. Know the basic principles of marketing 2. Know the elements of a marketing plan 3. Know how to collaborate with other people in the school and community to develop, implement, and evaluate a marketing plan. Lesson: Marketing Participant’s Workbook Revised August 2008 6 Objective 1: Know the basic principles of marketing What is marketing? 1. The American Marketing Association defines marketing as “ a set of processes for ___________, _____________________, and ________________ value to customer…” 2. Techniques of Marketing includes: ____________________ ____________________ ____________________, and ____________________ the product or service. Difference in Marketing and Advertising 1. Marketing includes advertising. 2. Marketing is both active and interactive. 3. Advertising is presenting the sales pitch and is more direct. 4. Advertisement is more of the commercial way of marketing. Handout # 1: The Role of Advertising in Marketing Look in your workbook on pages 8 and 9 at the advertisement for Foster Farm products. The handout is an actual advertisement that was copied from the School Nutrition magazine (June/July 2008). As you read the advertisement, think about the message, and then answer the three questions on page 10 in your workbook. Work as a group for about 5 minutes. Lesson: Marketing Participant’s Workbook Revised August 2008 7 Handout #1 Lesson: Marketing Participant’s Workbook Revised August 2008 8 Lesson: Marketing Participant’s Workbook Revised August 2008 9 Foster Farm Advertisement for Corn Dogs 1. What message do you think the company is attempting to convey in the advertisement? ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 2. Who do you think the advertisement is targeting in the School Nutrition magazine? ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 3. What message in the advertisement would influence you most to try the product? ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ The Importance of Marketing School Nutrition School nutrition programs provide good products at reasonable prices, so why do we need to develop a marketing plan to influence our customers to change their attitudes or behaviors? List at least three reasons why you think it’s important to market school nutrition programs. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Lesson: Marketing Participant’s Workbook Revised August 2008 10 Why market school nutrition? Marketing in the school nutrition program may involve: Promoting a product Selling the school nutrition program Changing the image of the program Encouraging the acceptability of products that are healthful Two Types of Marketing 1. The two types of marketing are: (1) commercial or direct marketing, and (2) social marketing. Commercial or direct marketing is the process of ______________and _____________the product or service. Social marketing is a process for _______________ ________________ ______________ on a large scale, using marketing principles for the purpose of societal benefit rather than profit. Lesson: Marketing Participant’s Workbook Revised August 2008 11 Principles of Marketing A good marketing campaign is based on four fundamental principles referred to as the “marketing mix,” because they represent the four levels a marketer can use when trying to influence the target markets. The principles of marketing have been well established though marketing research. Whether engaged in commercial or social marketing, four major factors known as the 4 Ps of marketing are used to influence the target markets. The principles of marketing are defined below. ______________ refers to those goods, services, programs, or changed behavior offered for a price. ______________ is the cost to the target group in money, time, and effort of engaging in the behavior. _______________ is the outlet through which the target market will perform the desired behavior, acquire the products, or receive any service associated in a way that is convenient and pleasant to do so. ________________ is a combination of advertising, media relations, promotional events, personal selling, and other activities that will effectively reach the target group to promote the benefits of the behavior change, product, price, and policy factors of a program. A 5th marketing principle is often included when planning a social marketing strategy. _____________ facilitates a course of action to support voluntary changes in behavior. If we think of social marketing as “influencing public behavior” it is clear that public policy must be considered in any campaign to sell behavior change. Lesson: Marketing Participant’s Workbook Revised August 2008 12 Handout # 2: Applying the 5 Ps to Social Marketing Case Study: A Marketing Campaign to Increase the Consumption of Fresh Fruits in an Elementary School Part I Scenario The elementary students in Bay Elementary School are offered a selection of fresh fruits everyday as a choice of two dessert offerings. The other dessert choice consists of food items such an oatmeal cookie, ice cream cup, pudding, or a gelatin dessert made with canned fruit. The fresh fruit selection usually consists of whole bananas, oranges, and apples. The fruit is arranged in a large clear plastic bowl at the end of the serving line. Some teachers and the cafeteria cashier encourage students to try the fruit by reminding the students that fruit is “good for them.” Only about 35 % of the students pick up a fruit and at least 1/3 of those students discard the fruit instead of eating their selection. The elementary school nutrition department has decided to conduct a marketing campaign to increase the school children’s consumption of fresh fruits as part of the school’s wellness policy activities. Both teachers and administrators have agreed that promoting fresh fruits is a good idea and they want to help with the effort. Help plan the campaign by answering the questions below about how each principle can influence the campaign. Target Group: Elementary School Children, grades K-6 Goal: Improve the diets of school children by increasing the consumption of fresh fruits Part II. Defining the Five Principles of the Marketing Campaign A. Principle # 1: Product 1. What is the product that Bay Elementary School is offering or marketing? 2. What are the benefits of the behavior change to members of the elementary school children? Lesson: Marketing Participant’s Workbook Revised August 2008 13 Hint: In Social Marketing the product may include the key benefits that will have meaning to the target audience. Examples might include a nutritious diet or regular physical exercise B. Principle # 2: Price 1. What procedures should the staff and administration use to determine how the costs of the fruit will be covered? 2. Can costs be minimized to the group? 3. What might be the behavior change “cost” to students if they select more fruit instead of the other desserts? For example, what is the price for the benefit of eating a healthy diet or convincing students to consume nutrient dense foods? Hint: For example, what is the price for the benefit of eating a healthy diet or convincing students to consume nutrient dense foods? C. Principle # 3: Place 1. How can the placement influence the student’s “just in time” decision making? 2. What barriers does placement create in the elementary school setting and how can they be overcome? Hint: In social marketing, this principle may include time, place, and circumstances under which the consumer would be most receptive to receiving information about food selection and nutrition. Lesson: Marketing Participant’s Workbook Revised August 2008 14 D. Principle # 4: Promotion 1. What types of promotion should Bay Elementary School use? 2. How can the school nutrition program determine the current demand among the elementary students for increasing fresh fruits in their diets? 3. What messages might best influence demand for fresh fruit among elementary students? Hint: In Social Marketing, this may also include nutrition education and training in addition to promotional and advertising activities. E. Principle # 5: Policy 1. What type of policy implementation would be appropriate for this campaign? 2. How can the wellness policy support the voluntary consumption of more fresh fruits? 3. How can the wellness policy facilitate the voluntary consumption of more fresh fruit? Hint: A written plan that facilitates voluntary change might be a school district wellness policy that supports students in adopting healthier nutrition behaviors by adding juice, fruit, and other healthful food choice to school nutrition programs and vending machines. Lesson: Marketing Participant’s Workbook Revised August 2008 15 Objective 2: Know the elements of a marketing plan Marketing Plan 1. A marketing plan is a written plan of an _______________ approach to change, with __________ and __________________ identified, and _____________ of accomplishing goals. Handout # 3: Steps and definitions in a Marketing Plan Steps Definitions 1. Establish measurable _______________. A goal must be measurable in order to determine whether or not it has been accomplished 2. Identify the target _________________. The target group may involve all school levels or may be specific to certain schools or levels such as the high school level. 3. Assess the current ______________. Requires examining the situation, identifying the strengths and weaknesses, and determining what needs to change. 4. ______________the target audience. Explore the current knowledge, beliefs, and behaviors of the target audience. 5. Develop _____________ and _________ Strategies or tactics are approaches or activities used to accomplish the objectives or goals. 6. Develop a _________________. Determine how many promotions will be used and the cost of each. 7. Establish ___________________. Timelines should be realistic and followed as much as possible once established. 8. _____________strategies and tactics. Successful implementation of a marketing campaign must includes planning, receiving Lesson: Marketing Participant’s Workbook Revised August 2008 16 material, training staff, the actual promotion, and follow-up evaluation. 9. __________________results. Measure the results of the marketing goals the campaign was designed to achieve. 10. Follow-up. Modify the plan if needed. Make recommendations for future marketing campaigns. Creating a Marketing Plan These are the steps to creating a successful marketing plan. The marketing plan will easier to develop with the use of a template. Look at Handout # 4 on page 18 in your workbook for a sample of a marketing plan template. Your assignment is to complete the Marketing Plan using the template. Steps 1 - 4 have been completed for you. After you review Steps 1-4, work together as a group to complete the marketing strategies in Step 5 and the evaluation technique in Step 9. You may omit Steps 6, 7, 8, and 10. You have 8 minutes. Lesson: Marketing Participant’s Workbook Revised August 2008 17 Handout # 4: Marketing Plan Template Note to Participants: see the major sections and complete the areas left blank. Major Principles 1. Increase average daily participation in the lunch program by 5%. Measurable 1. Goal/Goals 2. Target Audience All district high school students, faculty, and administration 3. Assessment of Situation Two of the high schools have a low participation of 23% . One of the high schools have a participation of 40%. 4. Market Research Use a survey to research why one school’s participation is more than another. 5. Marketing Strategies 1. Product: What benefits are being offered? 2. Price: What will it cost students for the benefits of a school meal? 3. Place: What is the target location for the changed behavior? 4. Promotion: What types of strategies will be used to encourage students to participate in the school lunch program? 5. Policy: Suggest a policy that might support and facilitate the goal. 6. Budget 1. Estimated cost of market research $______________________________ 2. Estimated cost of printing menus $________________ per thousand 3. Estimated cost of _____ promotions $________________ 4. ______________________________________________________________ 5. ______________________________________________________________ Total estimated cost: $________________ 7. Timelines Beginning date:___________________________ Evaluation date: 8. Implementation Establish calendar with strategies, timelines and designate who will be assigned responsibilities. 9. Evaluation 10. Follow-up Lesson: Marketing Participant’s Workbook Revised August 2008 Recommend on-going promotion as part of the school nutrition program’s mission. 18 School Menus as a Marketing Tool 1. There are many ways the marketing plan can be used to market good nutrition and the breakfast and lunch menus. It is important to promote the sale of meals that meet nutrient standards over the sale of single servings of food that often have low nutrient density and compete with the meal for students’ money and appetites. When thinking about a marketing plan, school nutrition directors should consider school menus. Why is marketing menus important to the goal of increasing student participation in the school nutrition program? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ _____________________________________________________________________________ 2. Ways a school district nutrition director can market menus to get the marketing message to students, teachers, parents, and others in the school community? Take home menus should be attractive and carry nutritious information about the menu. Posting menus in the classroom in an attractive way to get the students attention. Advertise menus over PA system at school during morning announcements. Websites provide modern day means of promoting what’s on the menu and the nutritious advantage to the meal. Local radio and television stations have found that early morning programs are popular with students before school, and that they are interested in what’s for lunch. Lesson: Marketing Participant’s Workbook Revised August 2008 19 Local newspapers often need fillers and are willing to carry the menus for breakfast and lunch, as well as other information of interest. Menu boards and signage are excellent ways of marketing and advertising the menus in elementary, middle and high schools. Involve students in menu planning by doing surveys to learn what foods should be put on the menus. Closed circuit or cable television and homework hotlines can be used to deliver the menu messages. Invite parent to lunch at school. They can be your greatest allies when you convince them of the value of their children eating school meals. Lesson: Marketing Participant’s Workbook Revised August 2008 20 Objective 3: Know how to collaborate with other people in the school and community to develop, implement, and evaluate a marketing plan. 1. Why should we collaboration with others in the school district when planning to develop, implement and evaluate a marketing plan? Notes:________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 2. How can the school nutrition team collaborate with others in the school community to market the school nutrition program? Notes:________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 3. List two specific ways the school nutrition director can collaborate with others to promote consumption of more nutritious foods served in the school lunch and breakfast program? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Lesson: Marketing Participant’s Workbook Revised August 2008 21 Follow-up Suggestions 1. Use the marketing template and develop a marketing plan to increase participation of reimbursable lunches by an established percentage. 2. Use the marketing template and establish a marketing plan to improve student and parent awareness of the value and benefits of school meals. 3. Provide a training session for managers on marketing healthier menus and involve the managers. 4. Have a focus group made up of parents and community leaders on how best to communicate the child nutrition program’s goals. Lesson: Marketing Participant’s Workbook Revised August 2008 22 Resources for Marketing Lesson National Food Management Institute (Producer) Resources that address Marketing that can be downloaded from website www.nfsmi.org are: : Focus on the customer (2003), http://www.nfsmi.org/information/bh.htm Go for the gold with customer service (1994), http://www.nfsmi.org/information/gofor_the_gold/pdf_list.htm Real-time marketing (2001), http://www.nfsmi.org/information/realtimemarketing.htm School breakfast: A smart way to start the day (2003) Summer food service programs: Planning for next summer (2003) Georgia Department of Education (2004), Quality measures—marketing. Download from web site, http://public.doe.k12.ga.us/fbo_nutrition.aspx?PageReq=QMMT. School Nutrition Association publication, School Nutrition. This publication has carried many articles on marketing and can be downloaded from website [email protected] (see particularly Vol. 61, No. 7). United States Department of Agriculture, Food and Nutrition Service, “A Menu Planner for Healthy School Menus” (2008, Expected Publication Date). Lesson: Marketing Participant’s Workbook Revised August 2008 23 References Albrecht, K., & Zemke, R. (2002). Service America in the new economy. New York: McGraw-Hill. California Nutrition Network for Healthy, Active Families. (2003). Community-based social marketing: The California Project LEAN experience. [Electronic version].California: California Project LEAN. Forgac, T. (1999). Marketing. In J. Martin & M. Conklin (Eds.), Managing child nutrition programs: Leadership for excellence. Aspen Publishing, Inc.: Gaithersburg, MD Gleason, P. & Suitor, C. (2001). Food for thought: Children’s diets in the 1990s. Princeton, NJ: Mathematica Policy Research, Inc. Kotler, P., Roberto, N., & Lee, N. ((2002). Social Marketing: Improving the quality of life. Thousand Oaks, CA: Sage Publications. Lin, B. H., Guthrie, J., & Frazao, E. (2001). American children’s diets not making the grade. Food Review, 24, 8-17. McNeal, J. (1992). Kids as customers: A handbook of marketing to children. New York: Lexington Books. Meyer, M.K. (1999). Case study: How the San Bernardino City Unified School District Nutrition Services listened and responded to the student. In J. Martin & M. Conklin (Eds.), Managing child nutrition programs: Leadership for excellence. Gaithersburg, MD: Aspen. Meyer, M.K. and Sackin, B. (1997). Does your branding program work? Ask your student. School Foodservice & Nutrition, 32-36. Lesson: Marketing Participant’s Workbook Revised August 2008 24 National Food Service Management Institute (Producer). (2003). Focus on the customer, [Videotape]. University, MS: Author National Food Service Management Institute (Producer). (2001). Real-time marketing, [Videotape and participant handouts]. University, MS: Author. Pannell-Martin, D. (1999). School foodservice management for the 21st century. Alexandria, VA: inTEAM Associates, Inc. Parks, S. & Forgac, T. (2008). Marketing. In J. Martin & C. Oakley. Managing child nutrition programs: Leadership for excellence. Sudbury, MA: Jones and Bartlett. School Food Service Foundation. (1994). Target your market: Child nutrition program marketing course. Alexandria, VA. School Nutrition Association. (2007). Back to school: The magic of marketing. School Nutrition. Alexandria, VA: author. United States Department of Agriculture, Food and Nutrition Service. (1997, April). Social Marketing Resource Manual: A guide for state nutrition Education Networks. Washington, D. C.: author. United States Department of Agriculture, Food and Nutrition Service. (2001). The school meals implementation study-second year report. Washington D. C.: author. United States Department of Agriculture, Food and Nutrition Service. (2008). A Menu Planner for Healthy School Meals. Washington, D.C.: author. Lesson: Marketing Participant’s Workbook Revised August 2008 25 Appendix Lesson: Marketing Participant’s Workbook Revised August 2008 26 Handout # 1: Role of Advertising In Marketing Answer Sheet Foster Farms Advertisement for Corn Dogs 4. What message do you think the company is attempting to convey in the advertisement? Possible Answer: (1) Foster Farms is marketing corn dogs with less total fat, 100% whole grain, 0 grams trans fat, and reduced sodium. (2) The back side of the advertisement emphasizes the idea that Foster Farms Corn Dogs meet the nutrient requirements of the school nutrition program. (3) The product carries a CN Label and nutrition facts. (4) The wheat fields on the front side convey freshness and may indirectly suggests the farm-to-school initiative to some readers. 5. Who do you think the advertisement is targeting in the School Nutrition magazine? Possible Answers: (1) The school nutrition director (2) The school site manager (3) Others that could be mentioned could include school business officials, principals, superintendent. 6. What message in the advertisement would influence you most to try the product? Answer: Allow 2 or 3 participants to respond. Acknowledge all answers as there are no right or wrong answers. Lesson: Marketing Participant’s Workbook Revised August 2008 27 Handout # 2: Applying the 5 Ps to Social Marketing Answer Sheet Case Study: A Marketing Campaign to Increase the Consumption of Fresh Fruits in an Elementary School Part I Scenario The elementary students in Bay Elementary School are offered a selection of fresh fruits everyday as a choice of two dessert offerings. The other dessert choice consists of food items such an oatmeal cookie, ice cream cup, pudding, or a gelatin dessert made with canned fruit. The fresh fruit selection usually consists of whole bananas, oranges, and apples. The fruit is arranged in a large clear plastic bowl at the end of the serving line. Some teachers and the cafeteria cashier encourage students to try the fruit by reminding the students that fruit is “good for them.” Only about 35% of the students pick up a fruit and at least 1/3 of those students discard the fruit instead of eating their selection. The elementary school nutrition department has decided to conduct a marketing campaign to increase the school children’s consumption of fresh fruits as part of the school’s wellness policy activities. Both teachers and administrators have agreed that promoting fresh fruits is a good idea and they want to help with the effort. Complete the exercise below by answering the questions about how each principle can influence the campaign. Target Group: Elementary School Children, grades K-6 Goal: Improve the diets of school children by increasing the consumption of fresh fruits Part II. Defining the Five Principles of the Marketing Campaign A. Principle # 1: Product 3. What is the product that Bay Elementary School is offering or marketing? Possible answers include: (a) Healthy food choices (b) quality diet/nutritious food (c) more nutrient dense foods to meet nutrient standards Lesson: Marketing Participant’s Workbook Revised August 2008 28 4. What are the benefits of the behavior change to members of the elementary school children? Possible answers include(a) improved diet quality,(b) healthy children,(c) less chance for certain diet related illnesses (d) increased awareness and knowledge of the importance of good nutrition Hint: In Social Marketing the product may include the key benefits that will have meaning to the target audience. Examples might include a more nutritious diet or regular physical exercise. B. Principle # 2: Price 1. What procedures should the staff and administration use to determine how the costs of the fruit will be covered? (a) adjust costs in budget (b) investigate possible government grants (c) collaborate with community groups to seek additional funding 2. Can costs be minimized to the group? (a) determine availability of fruit (b) consider local seasonal fruits that may be less costly due to higher supply (c) compare prices from several different sources. 3. What might be the behavior change “cost” to students if they select more fruit instead of the other desserts? For example, what is the price for the benefit of eating a healthy diet or convincing students to consume nutrient dense foods? (a) overcoming the notion that they don’t like fruit as much as other desserts (b)it may take more time to eat fruit, therefore students either don’t finish eating or they have less time to talk. (c) peer pressure to eat desserts that are more in the “norm” Hint: For example, what is the price for the benefit of eating a healthy diet or convincing students to consume nutrient dense foods? C. Principle # 3: Place 1. How can the placement influence the student’s “just in time” decision making? (a) strategic placement so the fruit is “what” the student sees first may influence students to try the fruit (b) placement may allow suggestive selling by cafeteria staff (c) type of service should make it easier for students make a fruit selection Lesson: Marketing Participant’s Workbook Revised August 2008 29 2. What barriers does placement create in the elementary school setting and how can they be overcome? (a) serving line is too high for smaller students to view attractive display (b) lack of room on the serving line for attractive display (c) long lines that cause students to feel hurried may not give much time for decision-making, so students go with the “known product.” Hint: In Social Marketing, place may include time, place, and circumstances under which the consumer would be most receptive to receiving information about food selection and nutrition. D. Principle # 4: Promotion 3. What types of promotion should Bay Elementary School use? (a) advertising benefit of fresh fruits on school menus (b) promotional events (c) personal selling (d) tasting parties (e) classroom activities 4. How can the school nutrition program determine the current demand among the elementary students for increasing fresh fruits in their diets? (a) student surveys (b) parent surveys (c) collaborate with teachers to create classroom activities to test student perceptions 5. What messages might best influence demand for fresh fruit among elementary students? (a) messages that help students see the benefits (b) “good reasons to eat” fresh fruits (c) nutrition education to raise awareness of benefits of including fresh fruits in diet Hint: Social Marketing may include nutrition education and training in addition to promotional and advertising activities. E. Principle # 5: Policy 1. What type of policy implementation would be appropriate for this campaign? School wellness policies that encourage consumption of fresh fruits through out all school eating events 2. How can the wellness policy support the voluntary consumption of more fresh fruits? Lesson: Marketing Participant’s Workbook Revised August 2008 30 By establishing as one of its goals that students will consume more fresh fruits and implementing activities to help achieve the goal. 3. How can the wellness policy facilitate the voluntary consumption of more fresh fruit? Monitoring and evaluation of the policy. If the recommended goal is not met, the wellness committee can redirect efforts to other activities designed toward the continuation of promoting fresh fruits in the diet of elementary students. Hint: Example: a policy that facilitates voluntary change is a school district wellness policy that supports students in adopting healthier nutrition behaviors by adding juice, fruit, and other healthful food choice to school nutrition programs and vending machines. Lesson: Marketing Participant’s Workbook Revised August 2008 31 Handout # 3: Steps and definitions in a Marketing Plan Answer Sheet Steps 1. Establish measurable objectives/goals Definitions A goal must be measurable in order to determine whether or not it has been accomplished 2. Identify the target audience. The target group may involve all school levels or may be specific to certain schools or levels such as the high school level. 3. Assess the current situation. Requires examining the situation, identifying the strengths and weaknesses, and determining what needs to change. 4. Research the target audience. Explore the current knowledge, beliefs, and behaviors of the target audience. 5. Develop strategies and tactics. Strategies or tactics are approaches or activities used to accomplish the objectives or goals. 6. Develop a budget. Determine how many promotions will be used and the cost of each. 7. Establish timelines. Timelines should be realistic and followed as much as possible once established. 8. Implement strategies and tactics. Successful implementation of a marketing campaign must includes planning, receiving material, training staff, the actual promotion, and follow-up evaluation. 9. Evaluate results. Measure the results of the marketing goals the campaign was designed to achieve. 10. Follow-up. Modify the plan if needed. Make recommendations for future marketing campaigns. Lesson: Marketing Participant’s Workbook Revised August 2008 32 Handout # 4: Sample Marketing Plan Template Answer Sheet Major Principles 1. Measurable Goal/Goals 2. Target Audience Increase average daily participation in the lunch program by 5%. All district high school students, faculty and administration 3. Assessment of Two of the high schools have a low participation of 23% . One of the high schools have a participation of 40%. Situation 4. Market Research Use a survey to research why one school’s participation is more than another. 5. Marketing Strategies 1. Product: What benefits are being offered? (a) healthier menu choices, (b) greater variety in foods, and (c) increased nutrients in diet 2. Price: What will it cost students for the benefits of a school meal? In addition to the cost of the meal, students may have to learn to eat different types of foods, limit food selections from vending machines, and have less time to socialize with friends. 3. Place: What is the target location for the changed behavior? High School Cafeteria Dining Room and Food Court 4. Promotion: What types of strategies will be used to encourage students to participate in the school lunch program? (a) Printed menus to provide nutritional information. (b) Classroom activities that emphasize wellness (c) Food promotions that focus on healthful choices (d) Video promotion accessible through the district website. Others could be added. 5. Policy: Suggest a policy that might support and facilitate the goal. As part of the wellness policy, all foods sold in vending, a la carte, etc. must meet nutrient standards equivalent to those required in the school meals program. 6. Budget 1. Estimated cost of market research $ (cost of paper) 2. Estimated cost of printing menus $ (local printing co) 3. Estimated cost of promotions $ (determine number of promotional activities and obtain quotes for food, supplies and materials to be used in promotions). 4. Other cost $_______ Total estimated cost: $________________ 7. Timelines Beginning date: _____________ Evaluation date: ___________________ 8. Implementation Establish calendar with strategies, timelines and designate who will be assigned responsibilities. 9. Evaluation 1. Compare participation with prior year’s participation. 2. Chart participation on a day to day basis Recommend on-going promotion as part of the school nutrition program’s mission. 10. Follow-Up Lesson: Marketing Participant’s Workbook Revised August 2008 33