Case Study

– Managing reservations in the target audience


Over the years, we have worked with many different public agencies and institutions. And their communication needs usually involve getting a large group of employees (often on a national scale) to change their work routines.

In most cases, it’s a question of handling the concerns and reservations of the employees. That’s always a priority when we produce a film, but especially when the target audience works independently in jobs that require a big personal commitment.

Motivation is a matter of getting your message to resonate with your audience. They have to adopt your story as their own – that will motivate them to act differently.


University College Capital

In one project, we produced two films for a large Danish university college aimed at schoolteachers and kindergarten teachers. To affect a behavioural change in a target audience like that, you need to focus on all the benefits of changing to a new routine. And in addition, it’s important to use a respectful tone of voice, and acknowledge the good work that’s already being done.

In this case, the main objective was to improve the conditions of children from immigrant families in the schools and day-cares. Repeated studies and statistics showed that their welfare, development and education were at risk, due to poor parent involvement.

The new national initiative wanted to improve the communication and cooperation with immigrant parents. The message to teachers and kindergarten teachers was to involve parents in activities that would bring them into the parent community and give them practical experience and knowledge about the children’s day-to-day.

At the first meeting with the customer we agreed to create one single structure for both films. And from that, develop two different storylines (and two distinct films) – one for each target audience. The reason for this approach was to work as efficiently as possible. Reusing as much material as we could – saving time and thereby saving the customer money.

Both films start by establishing the challenges the professionals face when meeting immigrant families in their daily routines. Next, the films explain the key aspects of the theoretical background and then goes on to show the theory in practice through a series of examples.

The idea behind this approach was to emphasize that practical activities are key to building relationships with the parents. Through these activities the parents can move into the parent community and get crucial insights into the welfare and development of their children. That opens the door for a bigger parent-involvement in the work at the school and daycare.

In the end, the purpose is to create a foundation for productive parent-teacher conversations about the children. And to stimulate those conversations “The child’s book” is introduced – a log-book  where everyone can read and write about the child’s daily activities, challenges and achievements.

With the book in hand, teachers and kindergarten teachers now have a focus for conversations with the parents. It’s easy to track progress or discuss how and where the child need support at home.

In order to highlight how useful the child’s book is, both films show how the book can bridge the gap between parents and professionals. In this way er speak directly to the reservations in the target audience: “What’s in it for me? Why should I change my routines?”

By showing the benefits of a certain behaviour and presenting concrete methods for good results, most people will automatically emulate and adopt that particular line of thinking as their own.

The idea is that the audience shouldn’t feel like they have to rethink everything they are doing and make a big change. They should feel compelled to adjust their behaviour a little bit because they want to – because they can see it will make a difference for the children and for themselves.

Watch both films here

Det Didaktiske forældresamarbejde i dagtilbuddet

Det Didaktiske forældresamarbejde i skolen