Level II : Multiplying Message Reach and Population Coverage

Do you recall the case study we discussed in Unit 20? Starting with a group of preschoolers the message reaches older children, mothers and staff working with them. The case study illustrates how quickly a message can diffuse through a community.

From this flows the point that Level I1 must follow Level I. Once we have been able to design and test a suitable message we must decide on how to put it across first to the maximum number of people in the target group and then to other community members. Here "we" means us and the community.

Figure illustrates a process model for "spreading a suitable message" to the maximum number of people. Steps 4 and 5 need not take place in the order shown. Both can take place simultaneously for example or the order can be reversed.

Some of the terms we have used in the flow chart need further explanation. In Step 1 we mention identifying the most cost effective channel of communication. As you are aware. the term "channel" refers to all those means used to convey the message from the "sender" to the "receiver". It is therefore inclusive of the media used as well as location-specific details i.e. how and where is the message to be conveyed. In Step 1 you will be required to evaluate which channel would be the most effective for a larger audience. While group discussions may be useful in small groups, larger groups would require methods with which a greater coverage is possible. For example, a larger group may be split into smaller groups and discussions conducted with each group. In certain other situations mass media could play a key role e.g. posters or pamphlets. TV or radio programmes.

In this context "cost effectiveness" becomes important. The actual medium you use and your methodology would depend on the access you have to money. Some mass media e.g. video programmes may be completely outside your reach whereas circulating photo stated copies of pamphlets with your original handwritten material or pictures drawn by you may be possible. All this has to be evaluated within the context of how you can create the maximum impact without too much expenditure. It is a fact that using a combination of media can generate much greater impact.

But can you or the agency which you are working with actually afford to spend so much more money? So resource considerations might encourage you to think more closely about choosing a single medium supplemented by methods such as small group discussions which may have no cost implications. Another way of reducing costs is to consciously use and promote the diffusion of the message through the network of community links such as those existing in mahila mandals or youth clubs or wider networks over a larger geographical area. Identifying key people in the community--people who are opinion leaders-is of great importance in stimulating the process of spreading the message (Step 5)-What do we mean by the term "opinion leaders"? This refers to people who can play a vital role in shaping the opinions of others. A village head or sarpanch may be an opinion leader for example. Opinion leaders can also be drawn from groups who hold no executive powers in a community their leadership is of a more informal nature. The next question is how do you get them on your side? It might be a good idea to meet them individually once you have identified them through interviews with field level functionaries or community members. Once they are convinced, the diffusion of the message would be quicker and more effective.