Learning For Life - Strategic Marketing Plan by pounda94

Strategic Marketing Plan Claudia Loritsch, Natalia Molini, James Pound, Grant Uranie and Emma Waters October 2015

Executive Summary

This marketing report has been created to analyse the current environment in which ABA therapeutic organisations operate in, the report is commissioned from the perspective of an external marketing group looking into learning for life. The National disability insurance scheme (NDIS) has been emphasised in greater detail as it is due to be released on July the 1st 2016. An in depth industry analysis has also been conducted and found that Learning For Life's two main competitors are Behavioural Neurotherapy Clinic and Autism partnership. Furthermore growth in outer suburbs along with decreasing increasing interest rates and increases in technology are just a handful of areas that learning for life could use to their advantage. It is known that learning for life has access to a large array of media personalities, which most of its competitors don’t have. Therefore it would be most beneficial for L4L to use these resources in as many promotional activities as possible. Our team have developed two major strategies and two minor strategies which should help L4L to grow in five years. The first major strategy is a learning marathon that heavily revolves around L4L’s media personalities learning a skill for the first time live in front of an adoring audience, this event will help promote the organisation as well as educate individuals who are less aware of autism. This event would run from 9am to 9pm and use volunteers with collection tins as the prime technique to increase funding, it is also hopeful that either fox fm or triple M could broadcast one of their shows live from the event which is planned to be held at Federation square. The second major strategy that our team has developed is a social media campaign which involves Instagram users uploading a short 15 second video of them mastering or attempting a new activity/skill. These videos will harness social media's enormous reach as users will use the hashtag #iamlearningforlife to ensure that L4L receives funding from other donating organizations. Our first minor strategy incorporates the TV show ‘have you been paying attention’ which airs on channel ten every Monday night. An autism awareness episode could be recorded during autism awareness week, where a sibling of a child living with autism competes against the contestants in a ‘are you smarter than a five grader’ style show, or in contrast they could team up with a contestant and try to win the show! The last minor marketing strategy that has been created relates to on-going social media interaction, this

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strategy has identified the need for L4L to be across and update on all its social media platforms. It is hoped that the above strategies will target parents or carers below 35 years old who currently have a child living with autism. It is also important to note that the strategies listed above are to be used in conjunction with L4Lâ&#x20AC;&#x2122;s current marketing strategies, as well as ensuring that they are monitored and altered if required this constant process will help ensure that L4L increases in size within the next five years.

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Table of Contents Executive Summary .............................................................................................................. 2 Table of Contents .................................................................................................................. 4 1.

Introduction ................................................................................................................. 6

1.1.

Authorisation ............................................................................................................. 6

1.2.

Limitations................................................................................................................. 6

1.3.

Scope of the Report .................................................................................................... 6

Situation Analysis......................................................................................................... 7

2.1.

Industry Overview ...................................................................................................... 7

2.2.

Organisation Overview ............................................................................................... 8

2.3.

Macro Environment Analysis ................................................................................... 11

2.4.

Stakeholder Analysis ................................................................................................ 13

2.5.

Competitor Analysis ................................................................................................. 13

2.6.

Customer Analysis ................................................................................................... 14

2.7.

2.6.1.

Primary Users â&#x20AC;&#x201C; Children with ASD ................................................................ 15

2.6.2.

Decision Makers ............................................................................................. 15

2.6.3.

Influencers ...................................................................................................... 16

SWOT Analysis ....................................................................................................... 16 2.7.1.

Strengths and Weaknesses ............................................................................... 16

2.7.2.

Strengths and Weaknesses ............................................................................... 17

2.8.

Industry Critical Success Factors ............................................................................... 18

2.9.

Problem and Opportunities Statement ....................................................................... 19

Marketing Objective and Goals ................................................................................... 20

3.1.

Mission Statement .................................................................................................... 20

3.2.

Learning For Life: Goal ............................................................................................ 20

3.3.

Objectives ................................................................................................................ 20 3.3.1.

Objective 1: Increase Funding .......................................................................... 20

3.3.2.

Objective 2: Increase Awareness ...................................................................... 20

4. Marketing Strategies ........................................................................................................ 21 4.1.

Celebrity Learning Marathon .................................................................................... 21

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4.2.

4.3.

4.4.

4.1.1.

Target Market ................................................................................................. 22

4.1.2.

Implementation ............................................................................................... 23

4.1.3.

Budget ............................................................................................................ 24

Social Media Videos ................................................................................................. 26 4.2.1.

Target Market ................................................................................................. 26

4.2.2.

Implementation ............................................................................................... 27

4.2.3.

Budget ............................................................................................................ 27

Mainstream Media ................................................................................................... 29 4.3.1.

Target Market ................................................................................................. 29

4.3.2.

Implementation ............................................................................................... 30

4.3.3.

Budget ............................................................................................................ 30

Ongoing Social Media .............................................................................................. 31 4.4.1.

Target Market ................................................................................................. 31

4.4.2.

Implementation ............................................................................................... 32

4.4.3.

Budget ............................................................................................................ 32

Control and Evaluation .............................................................................................. 33

Conclusion ................................................................................................................. 34

References .................................................................................................................. 35

Appendices................................................................................................................. 37

8.1.

Learning Marathon – Advertisement......................................................................... 37

8.2.

Further Recommended Strategies ............................................................................. 38

8.3.

8.2.1.

Promotional Strategies..................................................................................... 38

8.2.2.

Clinical Strategies ............................................................................................ 39

Situational Analysis – Full Report ............................................................................. 42

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1. Introduction

1.1.

AUTHORISATION

This report has been commissioned by the management team of Learning For Life Autism Centre (L4Life), with the main aim of developing marketing strategies based on their goals for growth.

1.2.

LIMITATIONS

The main limitation encountered in producing this report is the limited information available about each of the competitors (the only information on each of the analysed competitors is through their own web site), and furthermore, we were unable to contact these competitors directly to gather further information.

1.3.

SCOPE OF THE REPORT

The report is written from the perspective of an external marketing consultation team. The report covers brief summary of the Situational Analysis Report for Learning for Life. The marketing strategy introduces the objectives set, and based on these two strategic campaigns: a learning marathon and social media videos. These are supported by two more strategies: mainstream media and ongoing social media. Within the strategies, the target markets, the implementation, budgeting, and control and evaluation are discussed. All information presented is via secondary data only â&#x20AC;&#x201C; websites, journal articles, and government websites.

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2. Situation Analysis

This section outlines a brief overview of the situational analysis. For the full Situational Analysis Report, please refer to Appendix 7.3.

2.1.

INDUSTRY OVERVIEW

The industry in which Learning for Life Autism Centre (L4Life) operates would be considered to be the Other Health Services in Australia. This industry consists of a variety of service segments, of which none are substantial enough to form their own industry. This group of allied health services includes audiology, dietetics, occupational therapy, podiatry, and the two that are of most significance to L4Lifeâ&#x20AC;&#x2122;s operations and business, psychology and speech therapy (Whytcross 2015, p. 5).

Figure 2.1: Tree-chart identifying the breakdown of the industry for ABA Therapy.

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Competition in this industry is considered to be of a medium level, and the trend is steady. The competition between practitioners within each segment of the industry is mostly based on affordability, private health funding, location and the quality of the care provided. There is also competition for external segments, including general practitioners, specialists and general hospitals (Whytcross 2015, p. 21). Only one player is significant in the market share – the Australian Red Cross makes up only 7.2% of the market, while the remaining 92.8% is made up of much smaller players with substantially lower market shares (Whytcross 2015, p. 23).

2.2.

ORGANISATION OVERVIEW

HISTORY

Began in 2004 by a group of parents and professionals from the medical, behavioural therapy, business strategy and media fields. There was a need for affordable, early intervention ABA therapy for children with Autism Spectrum Disorder (ASD) in Australia. Hence L4Life was created – a non-for-profit organisation, aimed at providing ABA based services to children with ASD to help them reach their full potential, regardless of their financial circumstances.

VALUES

Equal opportunity, partnerships.

MISSION STATEMENT TAGLINE

STRUCTURE

transparency,

dignity,

empowerment

and

“To provide ABA based services to children with Autism Spectrum Disorder to help them reach their full potential” (Marketing Plan Briefing 2015, p. 1). “From eyes open to eyes shut”. An incorporated association and charity, endorsed by the ATO (accessing GST Concession, FBT Exemption and Income Tax Exemption), and is endorsed as a Deductible Gift Recipient. The Boards of Directors meet in November for an AGM, and release Annual Reports. L4Life is based on accomplishing three founding principles: 1. Providing ABA-based service options that meet the individual needs of children with ASD.

OBJECTIVES

2. Making these services available to financially disadvantaged families – via subsidisation, fundraising, grants and private donations. 3. Advocating for increased support (private and public sectors) through research and partnering with other ABA organisations, and 4. Training aspiring therapists in best-practice ABA therapy, and creating enduring careers for them.

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There are five services available: 1. Full Service Model – resources (including program supervisor, therapist team and program stimuli and materials) are provided by L4Life. Cost: $58.75 per hour on weekdays and $70.25 per hour on Saturdays. 2. Workshop Model – the family recruits their own therapist/s who are mentored by an L4Life supervisor. Cost: start up of $1,750 and ongoing $850 per month. SERVICES AND PRICING

3. School Behavioural Support Program (SBSP) – supports children by assisting their integration into their academic environments. Cost: $250 for initial observation and report, and $100 per hour onwards. 4. Ready, Set Go Kinder Readiness Program – takes place in a Kinder setting. Cost: included in therapy fees. 5. Secret Agent Society Social Skills Program – improving emotional understanding and social skills of 8 to 12 year olds. Cost: $2,000 per term, plus $314 for materials. 6. Psychological Services – provides the need for psychological support. Cost: $450 per assessment, then $125 per hour session.

PROMOTIONAL ACTIVITIES

Promotional mediums include L4Life’s website, bi-monthly newsletter, Facebook, Twitter, YouTube, organisation details on ASD information websites, fundraising events, brochure (distributed to professionals, donors and prospective families, Annual Report.

PLACE

Headquarters located in Balwyn, Victoria. Therapists travel through metropolitan Melbourne, delivering homebased therapy and school support. Future plans will be to deliver services in schools in rural Victoria.

FINANCES

Revenues of income are from the five services listed above, and funding. Funds include endowments, general donations (the community and Everyday Hero), fundraising events (Food For Life, Kwiz for Kids, Ball and Footy Night), and multiple grants (including Samuel Nissen Charitable Foundation, Bennelong Foundation). Costs are primarily employment related expenses (approximately $960,000 p.a.), as well as operational costs (approximately $136,000 p.a., which are kept to a minimum). There is no government assistance. However, L4Life are the lead agency for a consortium of service providers on the Department of Social Sciences (DSS) Panel for Helping Children with Autism Package ($12,000 total per child).

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MARKETING CAPABILITIES

With the use of the significant collaborator Working Dog Productions, access to Australian personalities and celebrities offers huge marketing capabilities and opportunities. Fundraising events include Food for Life, Kwiz for Kidz, Footy Night, ball and Run Melbourne. The 2015-2016 marketing budget is $12,500.

INNOVATION

Developed a School Behavioural Support Program across 20 Melbourne schools that provides in-school support for children with ASD.

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2.3.

MACRO ENVIRONMENT ANALYSIS

Table 2.1 below summarises the important trends of factors that were identified in the Situational Analysis and the probability (P) of the trend occurring, and if it were to occur, its significance (S). FACTOR & DESCRIPTION

NDIS Will come into effect across Victoria by the end of 2015, and should provide funding for hours of care to those who have been accepted as suitable for the funding (NDIS 2015).

Household Income Ranging from medium to high.

IMPACT

High Can significantly help families get more or better care, or help pay for the care they are already receiving. To provide more help to enrolled families, as they can better afford these services with the help of funding.

O/T

Opportunity L4Life should view this as an opportunity to maintain and acquire more clients, allowing them to provide more care, depending on how much funding each family is awarded.

Threat Many organisations will receive NDIS, including competitors of N4Life – so although N4Life will financially be better equipped to service their clients, so too will their competitors. This will not impact N4Life’s operations directly, but it will also not sway possible client’s to choose N4Life as their provider.

Opportunity Families are financially better off and so can afford more services. Not having the appropriate amount of parenteral therapy training, due to lack of time.

Medium to high Parents/guardians working full time or part time in order to maintain a good stream of income, allowing Threat them to better afford Due to working hours, these such services as ABA parents/guardians may not have Therapy. time for involvement within the child’s program. They may go elsewhere for programs that can be tailored to their limited time.

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Household Income Ranging low to medium.

Low to medium Have the ability to gain funds via fundraising and NDIS. Are able to be more involved the therapy training.

Opportunity Not having a decent level of income to cover the best programs available, but with L4Lifeâ&#x20AC;&#x2122;s considerable options in services, these families are able to tailor programs to suit their circumstances.

Australian Economy When the Australian economy is in a slowdown period, aggregate demand decreases, so higher levels of unemployment are more than likely (Garis 2010). Consequently, if members of the target market were to become unemployed, it will reduce their financial ability to access L4Lifeâ&#x20AC;&#x2122;s services.

Low to high (depending on severity of economic slump) If the financial support of families for the target markets of L4Life were to lose their jobs, these losses of a income would make it harder for families to afford any ASD services.

Threat Families with a child with ASD who are financially limited may not seek any treatment for their children, or they may employ other treatments for their children which are less expensive than ABA Therapy, and those that are possibly covered by private health insurance (including speech therapy and psychology).

Table 2.1: Summary of the main opportunities and threats of t he Macro Environment related to L4Life, the probability of each occurring, and the significance if occurred

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2.4.

STAKEHOLDER ANALYSIS

The current internal and external stakeholders for L4L include: 



2.5.

Internal Stakeholders o Employees o Volunteers o Management External Stakeholders o Competitors o Government o Teaching Industry o Peakbodies Wider Community o Participants o Parent’s Guardians and Families o Collaborators

COMPETITOR ANALYSIS

Table 2.2 below identifies an overall threat assessment of each of the competitors analysed in this the Situational Analysis, and summaries the main points to consider in their threat to L4L. COMPETITOR

THREAT

SUMMARY  Large organisation.  Highly specialised and experienced people.

Autism Partnership

Major Threat

 Very informative website.  Three accessible locations, including we-come-to-you service.  Good use of marketing (getting their name out there).  AP USA is a very good partnership for AP Australia.

Behavioural Neuro- Therapy Clinic

Connecting Minds

Minor to Major Threat

Minor Threat



Large organisation.



Umbrella company – research in areas involving ASD as well as other behavioural and neurological cases.



Cluttered web page, with segregated information, not fully informative.



In-depth diagnostic centre.



Small organisation.



Fairly young; formed in 2010.



Employees around six therapists.

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Lizard Centre

Sensational Kids

Minor Threat



Website is extremely poor – lacking information and the online blogs are dated.



Lacks financial resources.



Large Organisation.



Highly interactive and up to date website.



Large and highly qualified team.



Speech pathology programs highly commended and recognized.



Based New South Wales and South Australia.



If expansion was to occur to Victoria, Lizard Centre would become a major threat.



Small Organisation.



Offers a wide range of services and techniques.



Does not offer ABA and does not specialise in ASD treatments.



Current therapy offerings cover many different developmental issues.



Offers facility-based learning and home/school visits – making Sensational Kids a potential major threat.



May open new facilities, dedicate more resource to home/school visitations or start offering ABA therapy.

Table 2.2: Table summaries each competitor’s threats for L4Life.

2.6.

CUSTOMER ANALYSIS

The target market for L4Life can be divided into three main categories: the primary users (children with ASD), the decision makers, and the influencers. Figure 2.2 below demonstrates these categories.

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Primary Users

Pre-school children

Decision Makers

Influencers

Parents and/or guardians with children under 12

Friends & Family

Primary School aged children

General Practioners and Paediatricians

Autism Information websites Figure 2.2: Diagram identifying the three main target market categories for L4Life. 2 . 6 . 1.

P RI M AR Y U S ERS – C H I LD R E N WI T H A S D

L4Life are not able to target their services to children directly, but they have to make sure that the children who would use their services enjoy doing so and progress – parents and guardians of these children will base their decision of whether to select L4L’s services depending on how they perceive the benefits for their child’s; including their enjoyment and development. The current existing participants include:  25 children home based programs (18 full service and 7 workshop).  40% of children, equating to 10, are subsidies – ranging from $5,000 to $55,000 per child per year.  22 children across 20 Melbourne schools in the School Behavioural Support program.  32 children in Secret Agent Society; and  4 to 6 children in Ready, Set, Go. 2.6.2.

D E C IS IO N M A K ERS

The only real decision makers that decide on an ASD treatment for a child are that child’s parents and/or guardians. Prior to a child being diagnosed as being on the ASD Spectrum, it is highly unlikely that parents/guardians will seek ASD treatment for their children. As noted in figure 2.1 (page 7), which breaks down the industry that L4Life is in, these parents/guardians may seek speech therapy or psychology treatments for their child. Once a child is diagnosed as having some form of ASD, parents and/or guardians will most likely (depending on their

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circumstances – financial, personal, other influences, etc) seek some form of ASD treatment for their child, and it may not necessarily be ABA therapy. 2.6.3.

I N F LU E N C ERS

Influencers that can impact parent and/or guardians decision to choose L4Life for their child are family and friends, the family’s general practitioner or the practitioner that diagnosed their child, and also ASD information websites, particularly in Australia. Parents and/or guardians deciding on whether or not to seek treatment, and if so, which treatment provider to employ, will be heavily influenced by their family and friends. This also includes family and friends who perhaps have received treatment for their child and can discuss their experiences and recommend service providers. The medical practitioner that diagnoses a child with ASD will be a parents/guardians first point of contact. Very often, parents/guardians will go with whatever suggestion their practitioner says to go with for their next step to take. Due to some level of scepticism about ABA Therapy, some practitioners may not even recommend parents/guardians look into ABA Therapy for their child.

2.7.

SWOT ANALYSIS

2 . 7 . 1.

S T R E NG T HS A N D W E A K N E S S ES

STRENGTH

SIG

WEAKNESS

SIG

Promotions (fundraising abilities).

High level of therapy fees – but difficult to decrease.

Media and personality support.

Limited online resources (L4Life website) for families and guardians.

First point of contact - normally not part of the clinical team, generally directors.

Management consists of less specialized persons in the field ASD and ABA Therapy.

Multiple services offered, as well a good range of prices for these services.

Limited funding for marketing and further operational activities.

Leading Agency for consortium of service providers on the DSS Panel for Helping Children with Autism package

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Active on social media platforms (posting at least weekly regularly).

Partnership with Lovaas Institute brings great resources and reputation.

Table 2.3: Summary of the strengths and weaknesses of L4Life. 2.7.2.

S T R E NG T HS A N D W E A K N E S S ES

OPPORTUNITIES

SIG

OCC

Increase in donations and philanthropic funding.

Further financial benefits and aid from the introduction of the NDIS.

With an aging population, the possibility of increasing endowment funds.

THREATS

SIG

OCC

Loss of trained therapists to competitors.

National economic conditions (personal income, interest rates, etc).

3-4

Financially struggling families using tablets and apps in place of ASD therapies.

Increases in the percentage of children being diagnosed as having a form of ASD.

Sensational Kids – if they adopt ABA therapy.

Expansion into rural areas in Victoria.

Lizard Centre – if they expand to Victoria.

Expansion to neighbouring states (NSW, SA or Tasmania).

Table 2.4: Summary of the opportunities and threats of L4Life.

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Rating

Degree of significance of Strength/Weakness/ Opportunity/Threat

Rating

Probability of occurrence

Extremely Significant

Extremely Likely

Highly Significant

Highly Likely

Significant

Quite Likely

Somewhat Significant

Moderately Likely

Not very Significant

Unlikely

Table 2.5: Ratings for the degree of significance and the probability of occurrence.

2.8.

INDUSTRY CRITICAL SUCCESS FACTORS CSF

Description

Access to donations

Fundraising and donations help reduce costs allowing for clients to access cheaper service.

Rollout of government funded health schemes

Health schemes, such as the NDIS, allows current clients access to increased funding. Also expands market.

Access to skilled therapists

Service delivered hinges on the competence of the therapistsâ&#x20AC;&#x2122; ability to aid clients.

Ability to accommodate clients

Resources such as time and staff needed to maintain, or grow client base. Geographic areas serviced.

Ability to tailor to clients needs

Tailoring development programs to clients need, as well as accommodating to family structures and time.

Table 2.6: Identification of Industry Critical Success Factors

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2.9.

PROBLEM AND OPPORTUNITIES STATEMENT CSF

L4L Capabilities

Access to donations Rollout of government funded health schemes Access to skilled therapists

Potential for increased funding through donations. Clients will soon have access to NDIS. Relationships with universities, such as RMIT, bring in students relatable studying courses

Ability to accommodate clients

Small amount of staff, however can deliver to most of the Melbourne area.

Ability to tailor to clients needs

Customisable program; clients are assessed before beginning .

Table 2.7: Industry CSF’s and L4L’s capabiliti es.

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3. Marketing Objective and Goals 3.1.

MISSION STATEMENT

L4L’s mission is to improve the quality of life for children that are currently living with autism, as well as empowering their families to deal with the problems associated with autism. L4L is devoted to meeting world class standards in relation to the ABA services they offer, by selecting, training and monitoring therapists who currently or already have finished studying in the necessary tertiary fields.

3.2.

LEARNING FOR LIFE: GOAL

The objectives, and subsequent strategies, outlined in this report are based on the goal set out by L4L: “To grow our business in 5 years”. Part of this goal is to grow the business sector, improve operating efficiency, and to cater for the increase in demand.

3.3.

OBJECTIVES

Based on the above goal as set by L4L, the following objectives have been set and used to base the marketing strategies on: 3.3.1.

O BJ E C TI V E 1 : I N CR E A S E F U ND I N G

Increase both overall donation funding as well as revenue received from fundraising events by 1% each. This will result in a minimum funding increase of 2% over the previous year’s financial results. 3.3.2.

O BJ E C TI V E 2 : I NC R E AS E A W AR E NE S S

Increasing public awareness of L4L within the community, for both rural and the surrounding suburbs of Melbourne. Furthermore by L4L increasing its brand equity it can ensure that the organisation consolidates its spot as the market leader in empowering children with ASD in the Melbourne region.

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4. Marketing Strateg ies

Based on the strategic objectives stated above (section 3.3), the following marketing strategies are suggested for L4L to employ. The campaign/s will have the best chance of resulting in positive and effective promotions if put into action during Autism Awareness Month (April). There are two key aspects of the strategy:  

Celebrity Learning Marathon Social Media Videos

And two supportive actions:  

Mainstream Media Ongoing Social Media

These strategies will increase both the general awareness of Learning for Life and its financial benefits. The two campaigns can be run independent of each other, or together. If done right, the strategies will creating much public awareness of L4L as an organisation, as well as generating some funding for L4L.

4.1.

CELEBRITY LEARNING MARATHON

The 12-hour personality and celebrity Learning Marathon will take place on World Autism Day - 2nd April (in 2016, this date will fall on a Saturday). Ideally it would take place at Federation Square. Personalities and celebrities will take it in turns (in pairs or in groups) and learn something. The more ‘names’ involved, the greater the public’s interest - it just depends on how many L4L have access to, and of these, who is able to partake. It would be best to include celebs from multiple media forms (tv, radio, newspaper) as well as different businesses from each of these (i.e. for radio: Nova, Mix and Triple M) - this will give the campaign the greatest reach of people and demographics. Could also have one of the radio stations broadcasting live - that way, the marathon can be happening alongside the broadcasting of that radio station = constant updates and awareness.

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With the public there watching, and taking part in the learning, it becomes a community and a more involved type of awareness. This would have the possible effect that these people partaking (or even just passing through) will be more influenced to create and upload their own video with a hashtag. For the celebs that work as radio announcers, their radio channel cou broadcast live from the event for that one hour - increasing public awareness of the event and L4L. To increase understanding of the campaign, L4L stalls could be set up at a few locations within Fed Square, with volunteers walking around the public audience (asking for donations, encouraging people to upload their own #IAMLEARNINGFORLIFE videos, educating them about who L4L are and what they do). L4L volunteers will be amongst the crown and will be serving two purposes. They will approach people in the crowd and explain what is happening, who is L4L, and why this function is happening. Then they would explain how they can help:   4 . 1. 1 .

Asking if they'd be willing to record and upload one of their own social media learning videos. Carrying around a charity style donation tins, where people can give what they can. T A R G E T M AR K ET

The Celebrity Learning Marathon will be an occasion to engage and educate the people of Melbourne; with the help of local celebrities like Radio hosts, TV hosts or local celebrities for the promotional activity. As L4L has strong media and personality support, this focus on targeting the general public with these figures should be reasonably easy to achieve. Specifically, the media that should be used are radio station presenters, like from Fox FM and Triple M, with the additional use of their social media like Instagram to spread knowledge to other known personalities and their followers. TARGET MARKET

EXPLANATION

Radio – Fox FM

L4L has significant relationships with two Fox FM hosts; Fifi Box and Hamish Blake. They are both in different segments of the day, yet both are highly popular and have a very wide audience base. Fifi is with Dave Thornton in the “breakfast” timeslot, and targets the people who are up early, mainly parents who can relate to their daily stories about their children, and all the troubles and thoughts young to middle aged people can have. However, Hamish Blake is a part of the famous presenting duo “Hamish & Andy”, with Andy Lee, in the “drive-time” time slot. This means that everyone travelling home from work or school can listen to their somewhat always hilarious stories and competitions. Both of these segments with the added vibe of a pop rock format, means that Fox’s audience are young and old, so that everyone in the Melbourne demographic can be aimed to be targeted at. (McMahon 2015) This wide spread would help with the promotion of the Celebrity Learning

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Marathon by reaching the original target markets of decision makers, who are parents and/or guardians with children under 12 years old, and also the influencers like families and friends. Social Media Instagram

Additionally, the social media these hosts regularly use can be used to create a further spread audience. Instagram for example, are used mainly by females, and mostly aged under 35 years old. (Smith 2013)

Radio –Triple M

Triple M on the other hand, have a different audience. Their demographic is mainly male focused, and aged 30-54 years old. They are a “relevant, topical, information, comedy station with sport” a passion of theirs. (Bruce 2013) Eddie McGuire, former footballer Luke Darcy and comedian Mick Molloy, have the popular 6am-9am weekdays timeslot, where they can discuss anything from sport, comedy and music, to topics like children with ASD and ABA therapy, and even can discuss and promote LFL in particular.

4 . 1. 2 .

I MP L E ME N T A T I O N

ACTIVITY

IMPLEMENTATION Fed square will need to be hired around six to seven months prior to the desired Learning Marathon date. As mentioned within the budget section of this report the Fed Square is council run and for Learning for Life there is a possibility for Fed Square to be rented for free or at a discount price due the fact that Learning for Life is not for profit and that Fed Square will be getting a lot of media attention with celebrity faces on their stage, for a good cause which allows for good media attention towards the stage.

Hire Federation Square

Hire volunteers

Twenty volunteers will be on the day. Wearing bright colors and a Learning marathon t-shirt with the hash tag #IAMLEARNINGFORLIFE and Learning for Life on the back. These volunteer t-shirts can be made online, or within a store for a price that may be adjustable to the quantity ordered. Also to save money, you may wish to leave out the date on the shirt and just have the wording such as Volunteer, so they can be re used for other promotional events.

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1. Stand within the Learning for Life Stalls handing out information (flyers), educating individuals on the cause, discussing the goings on on the day, and taking donations. 2. Walking around with donation tins. Volunteers will be situated from the start of the bridge right down to the station steps on the opposite side of the road to the Learning Marathon. As well as sprinkled through out the crowed at the Fed Square stage.

Internal Promotion

Promote the event on all social media platforms such as Facebook Instagram and the Learning for Life webpage. Organise to have promotional tools made up such as flyers to hand out to people on the day, banners for onlooking people to become aware of what we are doing in fed square explaining what the Learning for Life marathon is all about. ** available posters, banners and print at Office works. Stalls/Marquee; trestles tables, coverage, chairs. Please refer to Appendix 81 (page 37) for some examples of possible advertisements and merchandise.

Celebrities

1.. Tom Gleisner (possibly hosting?) 2. Hamish Blake and Andy Lee 3. Fifi Box and Dave Thornton 4. Luke Darcy, Mick Molloy and Eddie McGuire 5. Kate Langbroek and Dave Hughes 6. ‘Have You Been Paying Attention’ contestants (Sam Pang, Pete Hellier, Glenn Robbins, Ed Kavalee) 7. ‘Utopia’ cast 8. The Bachelor 9. Masterchef 10. The Project 11. The Biggest Loser

External Promotions

Ask celebrities involved to post and make aware to their followings their involvement on the day. Ask media involvement about filming the day for us for free or at a discount rate.

4 . 1. 3 .

BUDGET

Fortunately, L4L has many celebrity contacts that may be willing to contribute to their support to the campaign pro bono. Leading up to the learning marathon, TV hosts, radio personalities and other people of influence can plug the event through their social media channels, radio stations and/or TV shows for free.

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4 . 1. 3 . 1 .

T h e V e nu e

Pricing Venue

Type

Capacity

Comments Standard

The Square Federation Square

Free Public Event Including Stage Daily

10,000

$3,540

Concession

$2,940

Includes access to sound system, big LED screen, and changing rooms.

*Concession rate is for registered not-for-profit organisations and community groups. 4 . 1. 3 . 2 .

Merchandise

Pricing ($) Merchandise

Company

Per Unit

Comments Total

Volunteers

GoVolunteer

0.00

Once L4L has registered and been approved, service becomes free.

Volunteer TShirts

Spreadshirt

5.15

128.75

Customised t-shirts.

Posters

Officeworks

22.00

110.00

A1 size poster.

Collection Tins

The Packaging Shop

4.46

133.80

Metal coin collection tins.

Collection Tin Stickers

Vista Print

0.16

7.99

Stickers to customise collection tins.

Hand Out Cards

Half Price Printing

2000

0.09

170.00

Round cornered info cards.

TOTAL

$550.54

Total Expenses = $3,490.54 - $4,090.54 However, as discussed in the presentation, a participating radio station/sponsor may be willing to put up the costs involved with running the event.

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4.2.

SOCIAL MEDIA VIDEOS

The Social Media videos will run throughout April (Autism Awareness Month), and will be done by both the public as well as L4L’s supporting celebrities and personalities. The Social Media videos will be primarily posted via Facebook and Instagram (the two most popular and easy-to-use platforms), but Twitter should not be excluded. The website and YouTube will be used to share what is happening in more media forms. Along with the actual video, people will include in the video’s description section: #IAMLEARNINGFORLIFE provide a brief explanation of their learning video tagging: @L4LAutismCentre tagging their nominated friend to do their own video. Note that “for every video uploaded within the month of April, $2 will be donated to L4L” by participating businesses - this gives people an incentive and reason to create and upload their own videos. It is important that in the celebrity videos, they encourage others to upload their own videos with the hashtag IAMLEARNINGFORLIFE - this instigates the public to be involved. If the personalities/celebs have a child/children, it would be a more relevant video if they created a video showing something they are proud their child/children learnt; i.e. first words, first time saying mummy/daddy, crawling, reading, swimming, playing peek-a-boo - very similar to the Milestone videos (or even something they learnt with their child). This also goes for the public - it would be better to have the video about the child/children, or even better, to have the learning the parent/guardian has shared with the child/children (ie. surfing, cooking, language etc). The #IAMLEARNINGFORLIFE describes the purpose of the videos as well as incorporating L4L’s name. (It is important to note that as of the 16/10/2015, there are no hashtags in existence with this label, so the only videos using this tag will be directly aligned with L4L’s campaign). 4 . 2 .1 .

T A R G E T M AR K ET

TARGET MARKET

EXPLANATION

Radio – Fox FM

The Social Media Videos will be posted originally on one social media, and that is Instagram. But can be further linked to other social sites like Facebook or Twitter. However, with the main focus on Instagram, and a further discussion from the one made in 4.1.1., L4L can use their local celebrity and

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media support to their advantage. As more people are using Instagram, and following their favourite personalities, the videos posted are a direct way to promote L4L and raise awareness about ASD and ABA therapy. With Instagram having the ability to be viewed and used anywhere, with 28% of users in Urban areas, 26% in Suburban areas, and 19% in Rural areas, the audience can be across state or even internationally. These facts, along with the fact that over 60 million photos are shared each day, show that an Instagram campaign would successfully reach a large target market. (Patterson 2015) Social Media Instagram 4 . 2 .2 .

I MP L E ME N T A T I O N

All of the personalities/celebrities videos will also be uploaded on L4L media - this will emphasise the connection and collaboration between L4L and these personalities/celebs. The way it works: ď&#x201A;ˇ ď&#x201A;ˇ

4 . 2 . 3.

Celebrities begin posting their videos = this is where the awareness of the campaign starts. After being encouraged by the celebs, those in the public that first upload their own videos, will then nominate one person, and this is how the spreading and traction grows.

BUDGET

By utilising user generated content (UGC), there will be no costs involved. Uploading a video to Facebook, Twitter or Instagram does not cost either party (video creator or L4L) anything. Reasons against sponsored/promoted videos for this campaign:

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

 

In order to maintain the interactive sharing between friends (one friend nominates another friend, and so on) that is at the core of the campaign. Sponsored/promoted posts could detract from this. If somebody sees a sponsored post without any connection to it, they will be less likely to engage than if they were nominated by a friend or family member. Nominations keep it personal. Celebrity videos may encourage followers to create and share their own videos more so than a sponsored/promoted post. The feeling of forcing a viral trend may leave a bad taste in people’s mouths.

Total Expense = $0

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4.3.

MAINSTREAM MEDIA

To support the Learning Marathon and the Social Media videos, and during Autism Awareness Month, L4L could feature (and run) one of the segments on Have You Been Paying Attention? L4L could take a segment from the show and either:   

have some children (L4L graduates and/or their siblings) ask the contestants the questions, as they stand next to the host have a child partner up with each of the contestants. have a team of children set up like the contestants and the two groups versus each other.

The topic questions could be based on typical primary school standard knowledge (things we learnt in school - ‘Are You Smarter Than A 5th Grader’ style), so ‘Did You Pay Attention’ style. Depending on the set up, the funding will be:  

for every question won by the kids, $100 will be donated to L4L, or if the child/children win, $1000 will be donated to L4L.

This campaign is to create more public awareness of L4L. Before and after the segment, it is important that the learning marathon and social media hashtag videos should be advertised (the program could possibly show one a hashtag video that one of the comedians that are on that particular episode have done). The show should also encourage people at home to do their own videos, and explain how they would go about doing so. 4 . 3 .1 .

T A R G E T M AR K ET

TARGET MARKET

EXPLANATION

Television

Another form of mainstream media would be television programs. For example, the show “Have You Been Paying Attention?” is widely popular on a Monday night, and can be enjoyed by the whole family. The way their show is structured allows special guests to be quizzers, and also have the opportunity to add current local stories and topics to be mentioned, like L4L and their Learning Marathon or Instagram campaign videos (Willis 2015).

Social Media Instagram

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4 . 3 . 2.

  

4.3.3.

I MP L E ME N T A T I O N

Contact the television station ahead of time, organise with them the idea, choices of celebrities and tie slot. Organise children with autism and their siblings to be a part of the event. This campaign is to create more public awareness for Learning for Life. Before and after the segment, it is important that the learning marathon and social media hashtag videos should be advertised (the program could possibly show one a hashtag video that one of the comedians that are on that particular episode have done). The show should also encourage people at home to do their own videos, and explain how they would go about doing so.

BUDGET

Hopefully, if the costs are covered by the production company of the show, this will be a costless campaign for L4L.

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4.4.

ONGOING SOCIAL MEDIA

The media platforms of L4L include: Facebook, Instagram, YouTube, Twitter, Website. Before, during and at the end of the month, there should be regular posting on all of L4L's social media accounts - Facebook, Instagram and Youtube (and Twitter). This will create the expectation for people to know that what exactly is going to occur, be informed as everything is happening, and finally, a sum up of what has happened with all promotional activities. This should include a combination of the personality and celebrity videos, mixed with some uploaded by the public, and highlights from the Learning Marathon, and when it's known, a figure of how much was raised for L4L (so the public can see what was achieved “thanks to them”. 4 .4 . 1.

T A R G E T M AR K ET

TARGET MARKET

EXPLANATION

The fact that the promotion of L4L and their events and activities need ongoing promotion and care, means that their frequent posting and current relationships need to be kept and developed. Constant marketing from Personalities identities such as Eddie Mcguire or Fifi Box, both reach different audiences, using media but both can deliver the same message about ASD, ABA and in particular to promote L4L. If this is successful, more people will know of and research each of those three topics, educating themselves and also viewing L4L as a trusted and high-quality organisation that may need to be contacted if a situation ever arises.

Media print

This means that the possibility of other online media apart from social media, like articles from current news or hot topics sites can further spread the audience reach, L4L wants to reach.

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4 .4 . 2 .

I MP L E ME N T A T I O N

4 .4 . 3 .

BUDGET



 

Total Expense = $0

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5. Control and Evaluation

All promotions can be measured through the following evaluations and each promotional tool may be measured, and controlled by Christine. The Learning marathons, Mainstream media promotion and social media updates successfulness can be measured by evaluating the following;      

 

The level of turn out on the day. Public involvement & awareness shown through social media, I.e tags follows, likes, shares, tweets. Funds raised during promotions such as the Learning marathon or Have you been paying attention episode. Funds raised after the marathon as a result of the day it self, or after the episode in Have you been paying attention. Level of ROI Likes, shares and follows during the time of the Learning marathon due to the celebrity marathon snap shot videos on their social media platforms linking to the Learning for Life pages Interested client enquires Job applications

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6. Conclusion

Planning and Implementation of these strategies will depend on L4L’s resources, which we don’t fully know. So of course, if the combination of strategies is possibly be too big to take on in the very near future, to possibly avoid over-burdening with this promotional work, it is very possible to focus on one or a couple of the strategies for now. These could be undertaken at this stage (immediate future and short term future), and then in the long term, the promotional strategies can expand to include all these (and more) strategies. ABIA could even be used as a partner to develop these promotional activities, or L4L can take charge of some of these promotional campaigns themselves, and of course L4L will reap some of the benefits. However, Learning For Life are in the strongest promotional position to undertake a campaign like these - your competitors do not have the representation and support of the vast media personalities and celebrities like L4L does. Of course, each year these strategies can only grow - both in size and in improvements:     

the number of public uploading their own #IAMLEARNINGFORLIFE. the number of public supporting (financially and socially) L4L. the number of celebrities taking part in the Social Media videos and the Learning Marathon. the number of organisations and businesses wanting to support and partner with L4L. the marketing ideas, expertise and resources of L4L.

They may not be drastic increases in growth, but even some growth in the early stages is a positive result.

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7. References

1. ‘Australian Social Trends’, Australian Bureau of Statistics, viewed 11 September 2015, <http://www.abs.gov.au/AUSSTATS/abs@.nsf/Lookup/4102.0Main+Features40Marc h+Quarter+2012>. 2. Ackerman, R 1999, The Stakeholder Society, Yale University Press, New Haven. 3. Autism Partnership 2015, viewed 31 August 2015, <http://www.autismpartnership.com.au/>. 4. Autism Partnership 2012, Applied Behaviour Analysis (ABA) in Schools, viewed 31 August 2015, <http://www.autismpartnership.com.au/images/Open%20Letter%20to%20DEECD_Ap ril2012.pdf>. 5. Bruce, C 2013, ‘How has Triple M found its place?’, Radio Today, viewed 15 October 2015, <http://www.radiotoday.com.au/articles/mark-hales/2742-how-has-triple-m-found-itsplace-fitzy-tells-us.html>. 6. 'Connect & Relate For Autism Inc’ 2015, Department Of Social Services. Viewed 11 September 2015, <http://dss.gov.au>. 7. Garis , NG 2010, Economics in society, 1st edn, Cambridge University Press, New York. 8. Kagi, J 2015, “Intensive autism therapy service to end, call for Government to ensure survival”, ABC News, viewed 4 September 2015, <http://www.abc.net.au/news/2015-0311/wa-government-urged-to-save-autism-therapy-provider/6297928>. 9. ‘Marketing Plan Briefing’, Learning For Life Autism Centre Inc, Melbourne, 2015. 10. McMahon, N 2015, ‘Hamish and Andy propel Fox Hit 101.9FM to the lead in Melbourne radio ratings, The Sydney Morning Herald, viewed 17 October 2015, <http://www.smh.com.au/entertainment/tv-and-radio/hamish-and-andy-propel-fox-hit1019fm-to-the-lead-in-melbourne-radio-ratings-20150929-gjx3ge.html> 11. Medew, J 2014, “Many autism treatments a waste of money”, The Sydney Morning Herald, viewed 4 September 2015, <http://www.smh.com.au/national/health/many-autismtreatments-a-waste-of-money-20140808-101vcn.html>. 12. Melicher, A & Norton E 2011, Introduction to Finance, 14th edn, Wiley, Massachusetts.

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13. NDIS 2015 ‘NDIS in Victoria’, viewed 10 October 2015, <http://www.ndis.gov.au/about-us/our-sites/vic>. 14. Patterson, M. 2015. ‘Social Media Demographics to Inform a Better Segmentation Strategy’, viewed 17 October 2015, <http://sproutsocial.com/insights/new-social-mediademographics/> 15. Post, JE 2002, Redefining the Corporation: Stakeholder Management and Organisational Wealth, Stanford University Press. 16. Susnienė, D 2008, 'Synergy and Strategic Value of Organization – Stakeholder Relationships', Economics & Management, pp. 842-847, Business Source Complete, EBSCOhost, viewed 11 September 2015. 17. Sveiby, KE 1997, The New Organisational Wealth: Managing and Measuring Kowledge-based Assets, San Francisco. 18. Whytcross, D 2015, Other Health Services in Australia, IBISWorld, Q8539. 19. Willis, C 2015, ‘Have You Been Paying Attention? -Aussie TV’s funniest quiz show that almost got axed’, viewed 17 October 2015, <http://www.news.com.au/entertainment/tv/have-you-been-paying-attention-aussie-tvsfunniest-quiz-show-that-almost-got-axed/story-e6frfmyi-1227547858005>.

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8. Appendices

8.1.

LEARNING MARATHON – ADVERTISEMENT

Volunteer T-shirts

Advertising Poseter

Distribution Information

Donation Tin Label

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8.2.

FURTHER RECOMMENDED STRATEGIES

The following two sections are further recommended strategies that L4L could undertake; divided into promotional strategies and clinical strategies. 8.2.1.

P RO M O TI O N A L S T R A T E G I ES

STRATEGY

DETAILS & IMPLEMENTATION Testimonial videos of families and children before, during and after the ABA treatments - this gives potential families a better understanding of how the therapy sessions are delivered, as well as the experiences their children will have that can aid in their development.

Testimonial Videos

Have child (can have identity hidden, but age, behaviours, diagnosis etc accurate) filmed/explained (by parents and/or therapists), show milestones, how they’ve developed. Can be a YouTube “mini-series” (episodes on the children every month(??) or so), or login/diary type post to explain updates (can be like a column –funny, serious, factual =whatever!) Post to Facebook at same time every week/month, show the public what they can actually do. Rather than have stuff about autism and other semiirrelevant stuff on their Facebook, have stuff about L4L and what they can achieve = differentiate themselves, make them stand out! Could link in with Milestone campaign –how could L4L improve that campaign?? –asked us this on Tuesday

Website

Ensure website it mobile friendly - Google will begin prioritising searches so that websites that are ‘mobile friendly’ will be listed before those that are not mobile friendly. This is regardless of the accuracy of the search to the website. Emphasis the DONATE link - make it more visual for potential donors.

Trivia Night

Annual Trivia Nights (L4L have already held at least one Trivia Night, but they are not regular enough to be considered annual). Can raise funds and encourage a community feel: auctioning off items or services or experiences (with the celebrities). most trivia organising businesses may do it free of charge because L4L are a non-for-profit organisation, or could get one (or more) celebrities to be MC’s on the night.

Develop strategies for making connections

They said they wanted this in Tuesday’s discussion! Currently, connections have been made by chance. Eg. Lancefield School, staff members’ mother is a teacher there. Strategies need to be made to create a bigger scope of connections

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Connections are wanted in: Maternal health –GP’s, pediatricians, people who can identify when the first signs of autism could be present, so could refer families to L4L Local celebrities –Get their name out there, even more than it already is. Eg. More radio channels/presenters being “advocates”/supporters. – Triple M, Mick Molloy, breakfast show, get them to discuss L4L =older audience, more likely to have children, could be interested in services. Ideally this would be around the time of autism awareness week, L4L could rally for ABA and other larger bodies to approach the afl and ask to have a round or a game dedicated to giving autism the 'kick', depending AFL awareness upon the willingness of the AFL L4L could seize this opportunity and game station volunteers with donation buckets on each gate, as well as use its connection with Melbourne's media personalities to promote its services (e.g. Mick Molloy, Luke Darcy, Eddie McGuire)

Feedback Survey/ Questionnaire

Develop a quick and simply questionnaire designed to find out why families choose, use and leave L4L - can give L4L a better understanding of their customers in relation to the services. Should also develop a similar questionnaire, but for the therapists - get their feedback on their job, why they chose to work for L4L, and if so, why did they leave.

Grill’d - Local Matters jars

Create awareness and (minor) funding through Local Matter’s jars and Grill’d stores, not just in the local area, but around Victoria, since therapists travel to any location, and especially when L4L expands to rural areas.

School fundraisers 8.2.2.

Encourage primary schools where L4L are providing ABA services to run fundraising events - ie. ‘Book Day’ where children come dressed as their favourite characters, and donate a gold coin which will go L4L.

C L I N I C A L S T R A TE G I ES

STRATEGY

Virtual Interaction L4L iPad app

DETAILS & IMPLEMENTATION Like the L4L website, could be created by a business at a lower or no cost. As L4L take pride in their ability to offer quality one-on-one and inperson clinical services, virtual interaction is not ideal. However, as children progress through their learning with L4L, there may come a point where children can still greatly benefit from the sole use or partial use of therapy through virtual interaction. The creation of a specialised L4L iPad app (and possible even a log-in website) would entail Skype-like video screening, as well as simultaneously having options around the screen that the child can

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interact with at the commands of the therapist. This app would generate income (although not much, depending on the price) from the purchase of the app (instead of families purchasing other apps that do not financially benefit L4L), as well as limiting the time spent travelling to homes by the therapists. It could also be seen as benefiting the child as they will develop skills to learn without a therapist present.

Over time, L4L could develop more and more apps for different circumstances.

Rural Therapists

Currently, therapists in the rural areas that are being serviced by L4L are university students (studying multiple area disciplines) who are studying in close enough proximity to families homes. Placing a main focus on university students that are undertaking degrees which will be most beneficial and relevant to ABA therapy will possible create better retainment of these students once they graduate. L4L should utilise these graduates and the training they received from L4L during their studies by offering them positions as ABA therapists with L4L but as clinical therapists working and servicing certain rural towns/cities. As stated by the L4L, rural areas are very limited in not just ABA therapy, but also ASD services in general. And for this reason, these communities who are limited in these services are quite supportive of any services offered in their areas. This reliance and need for these services in these areas equates to great stability for those willing to fulfil these communitiesâ&#x20AC;&#x2122; needs. Graduates wanting a career that offers significant stability with a constant

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and reliable feed of clients would be willing to set up as a practitioner of ABA under the L4L umbrella - regardless of the location. This hopefully tempts students that L4L had spent time and money training and teaching ABA therapy to, to continue with L4L - creating a career path for these people with L4L.

Mock Classroom sessions

As children approach an age where they will have to attend regular schools, L4L could offer short classroom sessions that mock a standard classroom setting - this will especially give ASD children the experience they will need to get used to sharing learning spaces with other children. It is also possible that as children progress towards their primary schooling, that one-on-one sessions could be replaced with classroom sessions, just before these children start school.

Remain centrefree, focus on school programs.

Development on current work e.g. Lancefield school, educating/teaching the teachers to help them understand and better help children with autism. Helps the teacher better “control” the child(ren), and also better understand what their behaviours may mean, instead of having an aid solely focused on that child. Provides the children with autism with programs to interact with other kids, in an environment where they can usually be dropped at easily. (Schools are more frequent/accessible compared to a centre) Make this happen more widely, in remote locations. Therefore more children are accessed, and therefore helped by L4L/the ABA principles.

Holiday programs

No centre, so where? How? Who can attend/be involved? Only autism? Only certain ages? Free? Pay for it? Who is working/volunteering for it? Therapists, carers, parents, community people, students? What type of stuff is to be done? Physical could cause a problem/exclude certain kids Accommodate all kids = different activities are needed

Would be suited better to the therapist in rural areas Have all learning material available online Online therapist Identical to an online university course training Test each section of knowledge If new developments are made they could be synced onto this platform and enable therapists from rural areas to access it faster Therapist training – Victorian

The therapists that are receiving training in ABA therapy from L4L are currently at university studying education and welfare degrees. Once these students finish their courses and graduate, most of them will

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Government Funding

8.3.

seek employment in their relevant areas. Focusing on those that graduate as teachers: they are at a greater advantage. There is a significant need for teachers to understand children with ASD as well as be able to teach a class of children mixed with children diagnosed with ASD and those not. The more teachers that have a qualification in ABA Therapy, will require less in-aids and help for ASD children, and so reducing the need for each of these children to have oneon-one helpers. This will reduce much funding for the state government (of course, there will still be a need for aid helpers in classrooms for many cases, but it will more teachers with ABA training will result in less of these helpers). And because these trained ABA teachers would not be paid a higher salary because of their ABA training, the government is not funding more for their salaries. This can also apply to any student that undertakes the ABA training - it results in more experts having a specialisation in ASD and ABA training. This is a great asset for the Victorian health and education industry. So, L4L should seek some form of compensation or funding from the Victorian Government for the students that they train in ABA therapy (either for their training or even sponsoring their working wages).

SITUATIONAL ANALYSIS â&#x20AC;&#x201C; FULL REPORT

The following attachment is the full Situational Analysis Report.

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