Introduction

This communication plan has been written by order of Greenpeace. The topic is global warming. Global warming is a problem that will have many consequences all over the world. Greenpeace has decided to bring the topic of global warming under the world’s attention. This communication plan has been written for a small target group, compared to the whole world. We do think this target group is an important one though.

This communication plan has been written in a logical order. This means you will find the general problem in the first chapter and the campaign in the last. We have tried to make this communication plan as complete as possible. We explain why we chose for our target group, our means and our evaluation. Also, we will describe the construction of this communication plan in this introduction.

In chapter 1, "General Problems", you will find a short description of the problem as presented to us by you, Greenpeace. This chapter also contains the signaling of possible target groups. In chapter 1.2, we give a description of Greenpeace. This chapter also contains the preconditions we have to keep in mind while developing the campaign.

In chapter 2, "Choice of Target group, we explain why we chose for our target group.

In chapter 3, "Target group analysis’, we analyze the findings from our survey and list the promoting and impeding factors. We also formulate the definition of the communication problem and the communication objective.

In chapter 4, "Choice of means", we explain why we chose for our means and describe these.

In chapter 5, "The Campaign", we describe the campaign with all the means.

In Chapter 6, you will find how we plan to evaluate our campaign.

As an appendix, you will find a targettree and the budget.

For this first year, we advise you to aim this campaign on the three northern provinces first to look at the results. When these results are satisfactory, the campaign can be held in the whole country, to make it a national week.

Chapter 1.1. The problem

Some years ago Greenpeace signaled the problem of Global Warming. Where by cause of C02-emission, the planet is slowly warming up this problem. Although this sounds harmless, it isn’t. The Global Warming problem causes climate changes, floodings, extreme temperatures etc. These consequences lead to the death and perhaps to the extinction of many plant and animal species. It also leads to the spreading of diseases. The problem is universal and has the potential to effect everybody, regardless of demographical features. Greenpeace has been trying to get the problem under people’s attention by several means and actions. Their organization’s objective is to reduce the emission of CO,2 by 5.2%, worldwide

Greenpeace says that Global Warming is a big problem. However, the extent of urgency is debatable. Global Warming isn’t life threatening yet. The problem hasn’t manifested itself to full capacity yet. According to Greenpeace, we do have to act now , because the problem could become uncontrollable in the future.

The cause of Global Warming, CO2 -emission, didn’t evolve suddenly. The burning of fossil fuels leads to co2 -emission. Humans have been burning fossil fuels increasingly over the post centuries. Recent years, both industry and domestic households have reached their pinnacle of using energy, burning fossil I fuel and emitting poisonous gasses. To stop Global Warming, we must stop the burning of fossil fuels.

Fossil fuels are our biggest energy-resource. Both industry and domestic households use this energy. Therefore ore, to reduce the burning of fossil I fuels it is necessary that these groups reduce their use of energy and/or change to another source of energy. Neither industry, nor households will reduce the C02 -emission if they don’t know about Global Warming or don’t see the importance of the problem. Even if they do see why they should reduce CO2 emission, there are many factors that have to be taken into account, like costs, effort and culture. Government can help to overcome this problem, not only by regulations, but also by subsidizing or just by making it easier to do so. Generally, we can say there are three major target groups: Indus" Government Individuals

The target group of individuals is a very broad one. It can be subdivided in several ways, namely by age, by occupation, by homeowners, etc.

In all cases, we can say that there is a difference in knowledge, attitude and behavior towards Global Warming. Home-owner’s need to know what other energy-sources are available or someone who works far from home needs to know about carpooling, or children who need to know about their future.

In either case, the general message is that we have to reduce the emission0f C02 now, in order to save our planet, because in a few years it will be too late.

The message will have to emphasize two different aspects: the referential aspect, giving information about global warming, and the appealing aspect, appeal to change their attitude and behavior towards Global Warming. People should be impressed and a little shocked when they receive the message, because it makes them realize that global warming is a serious problem. On the other hand, the message should not be too scary: this can have a negative effect. People may think Greenpeace overemphasizes the seriousness of the problem.

In short, we can state the following:

Provisional organization problem: If the emission of CO2, will not be reduced by 52% worldwide, by the year 2010, the global warming problem will grow to an uncontrollable level.

Provisional organization objective: By the year 2010 the emission of CO2 is reduced with 5.2% worldwide.

Chapter 1. 2 Greenpeace

Greenpeace is an independent, campaigning organization that uses non-violent, creative confrontation to expose global environmental problems, and to force the solutions that are essential to a green and peaceful future.

Greenpeace is concerned only to protect the environment. It allies itself with no political party and takes no political stance. Greenpeace is in any way independent of the influence of any government, group or individual.

Greenpeace is a closely-knit network of national and regional off ices, coordinated from the headquarters in Amsterdam. More than 13 30 people currently staff 43 offices in 30 countries.

Greenpeace’s goal is to ensure the ability of the earth to nurture life in all its diversity. Therefore, Greenpeace seeks to:

• Protect biodiversity in all its forms.
• Prevent pollution and abuse of the earth’s ocean, land, air and fresh water.
• End nuclear threats.
• Promote peace, global disarmament and non-violence.

Decisions within Greenpeace International are made by the Council. Each Greenpeace off ice appoints a representative to the Council, which meets once a year to approve the budget of Greenpeace International for the following year and to make decisions on the overall direction and policy, especially for the longer term. Every Greenpeace office acts separately. They don’t have worldwide campaigns.

In The Netherlands, Greenpeace campaigns usually contain television commercials or posters. More general campaigns (to get people to become a member) also contain print media.

For our campaign, this has the following consequences:

• we do not have to take campaigns from other countries into account.
• we do not have to stay within a budget. Greenpeace will evaluate the budget we set up.
• as Greenpeace already has national campaigns, we can use these campaigns as a background or a basis.
• Greenpeace does not require the use of certain media.

Chapter 2 Choice of Target Group

In the previous chapter, we have shown that three major target groups can be distinguished:

Industry

Government

Individuals

We have chosen individual as our target group for the following reasons:

• Industry is not or hardly interested in the environment. Profit is the most important factor for this group. To change their attitude and behavior would be as good as impossible without help from government and public opinion.
• Government is interested in the environment and has already acted to improve regulations on this issue. These actions, however, have not been enough to stop global warming. More serious action has to be taken towards industry and domestic households. This will require a lot of money. Even when there is enough money, it is not certain they could do enough in our society. After all, if the people don’t want environmental regulations in our democracy, there probably aren’t going to be any.
• Individuals play an important role in the Global Warming problem. Every individual uses energy. Many people are unaware of their energy-use. They are interested in the environment, but only up to a certain point. They are willing to do certain things for the environment, like separating garbage and using rechargeable batteries, but only if it doesn’t take too much effort or money.

As you can see, individuals play a role in each case: as a user of energy, as part of a democracy and as public opinion. Therefore, at this point it is best to concentrate on individuals as our main target group.

Individuals are too diverse a target group. We will have to narrow down to a smaller group. In this case it seems logical to look at groups which are in some way related to the Global Warming problem. Below is a list of possible target groups.

• Adults, parents, children... people who have to travel to get to work by car or further away, by aeroplane
• Home-owners

There are more possibilities, but these seem to be the most logical ones.

We have chosen children between the ages of 12 to 18 as our target group. They are the ones who will have to deal with the consequences of current human behavior. They are also the ones who in the near future will be able to do something about Global Warming. The specific age 12 to 18 has been chosen because this is the age at which children go to secondary school. Also, this is the age at which children are able to see the importance of the Global Warming problem. A secondary reason to choose children as a target group, is that they may be able to influence their parents into behaving positively towards Global Warming. The target group is easy to reach through school, taking into account that schools will have to be informed before they can teach the children.

Chapter 3 Target group analysis

After we had chosen to take children between the ages of 12 to 18, as our target group, we did research on this target group. By inquiry we found out several interesting things about their knowledge, attitude and behavior.

From our survey we can conclude several important facts. Together with what we already knew about our target group, we can make a good analysis. Based on the analysis we have made an inventory of promoting and impeding factors.

Our target group exists of children between the ages of 12 to 18. They go to secondary school and in most cases, still live with their parents. From our survey we can conclude that our target group has insufficient knowledge on the subject of Global Warming. We have conducted our survey on all four levels of education: VBO, MAVO, HAVO and VWO. We found out that 100% of both VBO and MAVO, the two lower levels, doesn’t know what Global Warming is. About 80 % of HAVO and about 70% of VWO didn’t know about Global Warming.

Although we saw that our target group has insufficient knowledge about Global warming, we must also consider their behavior as for as global warming is concerned. 39.7% of the respondents reduce the use of fossil I fuels, either by using the car less, saving on electricity or insulating the house. 33 out of 67 respondents implied that the main reason for not reducing the use of fossil fuels would be the amount -of effort required. 5.5% of the respondents use solar power. 55 out of 69 respondents implied that the main reason for not using solar power would be the costs.

Besides questions about Global warming, we also put more general questions about the environment in the questionnaire. These questions were directed at attitude and behavior. 35.6% of the respondents said the environment is a big issue, together with violence. 97.2% of the respondents separate their garbage. 42 out 71 respondents separating their garbage, said they do this for environmental reasons. 86.3% of the respondents use rechargeable batteries. 32 out of 63 respondents using rechargeable batteries said the do so for environmental reasons.

In our inquiry we asked our target group what their attitude towards Greenpeace was. In general we can say that the image was good. We also asked them to explain their answer. 14 out 39 respondents added to their explanation that they think Greenpeace over react in many cases.

In our inquiry we also discovered several facts about their media usage.

• 63.2% of the respondents read a regional newspaper rather then a national or local newspapers.
• Only 2.8% don’t read any newspaper at all.
• Furthermore, we can conclude that TMF (22.2%), Veronica (21.1%) and RTL4 (17.4%) are the
• most watched television channels.
• Also, 43.1% of the respondents listens to Radio 3 and 33.3% listens to Radio 538.

When we choose the media, it is best to use regional newspapers, popular television channels or

either Radio 3 or Radio 538.

Another way to reach our target group is through school. From the survey we can conclude that children think teachers would be the best persons to inform them about a subject like Global warming. We will, however, have to take into account that schools are free to choose whether or not they will cooperate. Therefore it is necessary to inform and convince schools about the need for education.

Promoting factors:

Our target group:

• see the environment as an important issue.
• act environmentally friendly.
• can easily be reached through school.
• are at an age at which they can understand the importance of the problem.
• are at an age at which their attitude and behavior can still be influenced.
• are eager to learn (as long as it isn’t boring)
• are at an age at which the form independent opinions. (they form their own conclusions. This is an promoting factor as long as we keep into account that our message has to be clear and can’t be understood wrongly!)
• see teachers as the right person to tell about global warming
• have clear media habits (see above)

Impeding factors:

• It is hard to reach our target group directly. Best way to reach them is through their teachers.
• Before we can reach our target group, we have to make sure that our intermediate target group has knowledge about Global warming, and a positive attitude and behavior. Schools probably will not be prepared to spend much time on the subject.
• Our target group is divided over 4 different levels of education.
• Our target group’s age varies from 12 to 18. This endifficults our message, as we either have to make a message with which we can reach all groups at ones, or we have to make separate messages for each group within our target group.

We can divide the ages of children in three age groups:

12-13

14-15

16-17+

We could of course make twelve different campaigns, twelve different approaches so we can provide knowledge on the exact level of the receiving group. We decided not to differ the level of knowledge that much in our campaign, because we consider it rather unnecessary.

First of all, the problem we want to make clear is exactly the same on each level and for each participant. We want them to meet the dangers of the global warming problem and give them practical solutions to help solving the global warming problem at Horne. This should be clear for everyone and can easily be transmitted to everyone, in the same way. We’d like to keep it as simple as possible. There is nothing difficult about reducing on the exhaust of fossil fuel and the use of rechargeable batteries, so why making it more complicated for the ones who might be able to deal with more complicated information?

Secondly, children who belong to the lower forms of education will feel discriminated if they’ll be treat different from children in the same age, just because they are in an other part of the school.

We cannot give a VBO 12 year old exactly the same approach as a 17 year old HAVO or VWO scholar, but we do approach people in the same age group in the same way by providing the same information.

So we get three approaches:

1. 12-13 An approach for all children in these age groups, on all levels.

2. 14-15 An approach for all children in these age groups, on all levels.

3. 16-17+ An approach for this age group.*

*Please notice that this last age group does not include all four levels, this is caused by the fact that the two lowest education levels have four years of education, the HAVO takes five years and the VWO finally, six years. The last approach is just meant for people who study on HAVO or VWO level. These ages are of course not always correct, they give an indication of the ages of the people for whom the approaches are meant. A student ought to finish his study on Mavo level in f our years, so when he/she is fifteen or maybe sixteen, but fifteen at the beginning of the schoolyear. If anything goes wrong and he/she finishes one year later, that person will still be approached by the second approach, because he is still on the level of the second approach, though he’s got the age of someone that can be approached by the third approach. So the age is just an indication, the decision about which approach is suitable depends on the study year you’re in.

Communication problem: children between the age of 12 to 18 do have insufficient knowledge about 6-lobal Warming. Because they how insufficient knowledge, they do not have an attitude towards the problem, nor do they behave to solve the problem, although they do behave environmentally friendly. In general Communication objective: After one year From the 100 % informed people within the target group 70 % of the children know what global warming Is and that it has human causes. They know what the consequences of global warming are. They feel the problem is serious and they have knowledge of at least four of the possible solutions to reduce the use of fossil fuels, and they use at least three of these solutions to solve the problem by reducing the use of fossil fuels.

Chapter 4 Choice of Means

From our research we can conclude that children see their teachers as the best communicators for the global warming issue. This, together with the fact that by using teachers as communicators, we have the possibility to use interpersonal communication, is why we have chosen to use schools as our ‘medium.

To make sure schools would want to cooperate, we contacted some schools to find out what they wanted to know before they chose to work on a project with Greenpeace. We found the following facts:

• Schools plan a year ahead. Anything you want to do has to be known by the schools before summer holidays.
• Schools don’t have much time for extra hours. They have a schedule to finish before the end of the year.
• Schools do have time for a project week, or a workweek at the end of the year.
• Schools are interested only in useful educational projects. (They consider this project useful/educational!)
• Schools are willing to cooperate, as long as everything is clear, as we are taking about normal working hours for teachers.
• Before schools are willing to cooperate, they want lots of information, like an information box, briefings and, very important, personal contacts.

Schools are of course free to choose whether or not they want to cooperate. We can’t force them. This is why we have to do as much as we can to convince schools of the use of this project.

As schools have told us that they don’t have time during the year, but do have a week to spare at the end of the year, after exams, we decided that a project week would be the best way for us to reach the children through school A project week also has other advantages, like interactiveness, high remembrance and high impact.

After our decision to develop a project week, we decided to develop a project week for all children that follow any form of secondary education. "Secondary education contains four levels ((I)VBO to VWO) and children in seven different ages (12 to 18). During the project week we will use videos, brochures (also available before and after the project week) games and interpersonal communication.

• The videos will make the information more alive.
• The brochures make the information timeless.
• The games make the information interactive. The interpersonal communication makes the information both alive and interactive. We can also get a lot of feedback from the interpersonal communication.

All these means together will create the perfect combination and the best results to our problem.

In appendix 1, you will find a targettree, which tells you exactly when which actions take place. We will send information about the project week to all schools. This information will convince the schools of the educational benefits of the project week. We will also send application forms to the schools, by which they sign up for the project week and order all supplies for the projectweek. These supplies will be sent to the schools well before the actual project week, so that teachers can look through the information and prepare themselves. When they want more information, they can call Greenpeace.

We will have to inform schools. We have chosen to do so by brochure. That way, they can read the information when they have time. This brochure will contain information about Greenpeace, global warming and the project week, and where they can get more information. In this brochure they can also read what their part in the project week will be.

Chapter 5 The 2000 Campaign

The project week we developed is a week in which scholars can concentrate on Global warming alone and do mot have to make homework for their regular lectures. It includes lectures on the Global Warming problem, lots of activities that have to do with the environment and a contest to collect money by sponsoring. Though there are different approaches as explained above together, some activities are the same on every level and can be done all together.

Every morning in the project week starts with lessons on the several aspects of the global Warming problem, discussing a new aspect everyday and providing solutions for the problem. The afternoons are free for multiple activities, the biggest event will be the ‘SOLARIS’ sports event.

About one month before the project week starts to run, scholars will be given lists to collect money for Greenpeace’s SOLARIS action. Because solar power is a clean way to create energy,We have set up an action to let schools make use of it.

A solar power installation costs approximately J2000,- and scholars are going to have contests in swimming, biking, running and soccer to gather money for a solar power panel for their own school.

Before this day of action starts, every scholar should have found at least ten people who want to sponsor him for his activities, per kilometer or (soccer) per hour.

This schedule below is an example the project week we’ve developed for our target group. The schedule is the same for every age-group. Only minor differences, like on Tuesday afternoon, show the different approaches..

Tuesday	Wednesday	Thursday	Friday
morning:	morning:	morning:	morning:
Introduction:	Video on the	Solaris	Closing of the
Discussions on	solutions of		project week.
Global Warming	Global Warming.		Handing out
and a videotape	Lessons and		assignment on the
On what global warming is	discussion.		essay contest.

Afternoon:	afternoon	afternoon	afternoon
Collecting images Games and	Solaris
and information	activities
on Global
Warming

15 to 18(class four to six): Desk research: Looking for information, images and objects on the Internet, in the library (essays, brochures, books, videotapes).

**:Wednesday afternoon there will be lots of games and activities:

"levend kwartet"

• "levend ganzebord’
• proefjes over alternative energie. sorry voor het Nederlands ----

Schools are free to decide which classes take part in which games, we do not participate in this activity. We do however provide the supplies for the games.

We have made a slogan for this campaign: "Global Warning - Think globally. Act locally! This slogan goes together with a mascotte, Globy. You can see Globy on the front page. Globy will also be made in a three dimensional form.

If there is any part of this project week unclear to the school(s) that participate, there is the focal point. This is a center with people who know everything about the project week and are there to provide information and help to the participating schools, in case anything goes wrong. By this focal point we can control how everything works and goes for the schools

Note: We believe it would be good if a spokesman of Greenpeace could come to the schools. We can not say right now when this spokesman can come to the school. It will however be during this week. Another reason for not putting this n the schedule is because we believe we should ask schools whether or not they are interested in a lecture from Greenpeace.

Chapter 6 Evaluation

We will evaluate the project week in many ways.

During the week we get information through our focal point. When there are problems, will know them during the week. We can solve the problems and remember to prevent these problems next year.

We will ask schools to respond on what they thought of the project week, what went wrong, what was right and what could be done better. They can also inform us of the children’s attitude towards the project week. We will send a letter to each school for their comments and questions.

On Friday an assignment will be handed out. This assignment exists of an essay-contest. We can read from the essays what children have learned from the project week.

Finally we will conduct another survey in September of the next school year, to find out what the children remember of the project week. We have chosen to wait till September because this gives the children time to think about the subject and maybe find out more. By conducting the survey in September we can also know for sure that the effects of the project week are long term effects or not.

Appendix I Targettree

FINAL GOAL: 70% of the children reached in the ages 12-18 have knowledge of the global warming problem, they have developed a positive attitude and act global warming friendly.

April 2000 Send the utilities for the project week to the participating schools.

June 1999 The board of directors decided to let the projectweek run.

May 1999 The board of directors has the intention to let the project week run.

April 1999 The board of directors are prepared to/ intend to share the knowledge with the children.

April 1999 The messages are received by 100% of the boardof directors (intermediate targetgroup)

April 1999 Reach the board of directors, because they decide whether the project week is going to run or not

March 1999 Personal contacts with board of directors.

March 1999 Send the information about the project week to the board of directors.

August 1998 Development of games and utilities.

August 1998 preparation of the information on the project

April 1998 From our survey we can conclude that our target group hasn’t enough knowledge.

 April 1998 Target group research.

December 1997 Contacts with Greenpeace.

Appendix 2 Budget

Activity cost Total cost

Writing the communication f. 4000,- f. 4000,

plan by an communication advise company

 

Total cost communication plan: f. 4000,

Media

Audiovisual media (videotape):

Camera (x2) f. 130,

Videotape f. 12,

Cameraman (x2) f. 1100,

Soundman (4) f. 1100,

Director (4) f. 2000,-f. 4342,

Videotape (4) f. 24,

Editing suite (x2) f. 600,

Professional editor (x2) f. 1300,

Copying: f. 1924

Videotapes (4000) f. 48000,

Copying (4000) 1 f. 40000,-f. 88000,

Print media:

Poster design f. 1000,

Printing (x 1000) f. 4000,-f. 5000,

Communication plan f. 4000,

Print media f. 57250,

Audiovisual media f. 94266,

The project week f. 85000,

distribution f. 1000,_

Evaluation f. 0,

Unforeseen cost f. 1734,

Total campaign f. 243250,