School website showcases 2012 web design trendsOur Lady of Mercy College is a Catholic independent girls school in Parramatta, Sydney. For the past 12 months, a team at the College has been working diligently on the development of a new College website; in early April 2012, the new site, designed by online marketing specialists CIMarketing, was launched. Principal Kitty Guerin says the College community is very happy with the new website.” Its crisp, clean, intuitive to use, visually appealing and representative of life at the College. We have had lots of positive feedback on both content and design and there is already significant take up of new functionality options like online payments and tour bookings”. Some of the features of the new site include: 2. Video Content. A 55 second clip entitled ‘A Day in the Life of a Mercy Girl’ was created as a visual representation of the opportunities available to all girls at the College. View the clip here > Day in the life of a Mercy girl 3. Simplified User Journey. The OLMC site is well structured and can be easily navigated through a top ‘mega-menu’, ‘side-menus’, ‘breadcrumbs’ and a ‘quicklinks’ menu. The most important parts of the site are able to be accessed with 1 click of the mouse. 4. Integrated Weekly Newsletter. In the coming months the College’s weekly newsletter will become an e-newsletter, sent to their community database. The new site backend handles subscribes, unsubscribes and the delivery of content in a visually appealing online newsletter template. OLMC staff manage this email delivery. 5. Smartphone Enabled. OLMC’s new site has been optimised for smartphones so that contact details, quick links, calendar items, newsletters and tour bookings can be easily accessed via browsers on a phone. Look up www.olmc.nsw.edu.au on your phone to check it out. 6. ‘Book a Tour’ Module. The ability for visitors to book into upcoming tours online was implemented to save time and paperwork. Forms on the website trigger workflow notifications and reminders can be automatically set. Following-up prospects is a breeze with all details captured in a database. 7. Internal Policy Manager. OLMC staff have the ability to access policies, documents and forms through a secure login on the site. Management of these important documents in a centralised location is quick and easy for authorised OLMC staff. The next stage of development will see new features created such as an interactive map of the College and secure online enrolment forms; these forms will enable visitors to conveniently complete and submit applications online and assist in administration processes as the submitted data will be automatically synchronised with the College’s existing database. Check out the new site here www.olmc.nsw.edu.au Further Information: Mark Barrett | Careers Beyond School TeachingEducators who feel burnt out, unappreciated or who are considering retirement or raising a family may be thinking about restructuring their career. What opportunities await them in the world outside teaching? How can they make the transition to a new career? This article is a summary of a presentation given by Dr Linda Vining at the School Education Expo in Adelaide. In South Australia the name Wundersitz is associated with real estate, but scratch the surface and you’ll find that Janet Wundersitz is a former teacher. At the age of 48 she left the education profession, retrained as a real estate agent and joined her husband in his real estate business. Today she runs a multi-million dollar operation in property management. In the Northern Territory, Diane Wilkowski is leaving education to become a marriage celebrant. It’s no surprise that after 30 years in schools her first customers will be former students who are getting married. Parenting magazine Sydney’s Child was started by Gillian Hund, a former special education teacher who set up an independent publishing business in her home when her children were young. She went out and bought a phone/fax machine and a filing cabinet and did the layout work on her kitchen table. As things expanded she moved into her garage, then as the business flourished her husband left his job to join the successful company. Today there are 6 Child magazines (in Adelaide, Brisbane, Canberra, Melbourne, Perth and Sydney) with an annual turnover of $6 million dollars. Teachers are creative creatures. I run into former teachers everywhere I go and hear stories of how they have converted their school-fired talents into satisfying post-school careers. Last time I talked with Colin Murray, a retired principal, he was on his way to Dubai to run a training course in leadership. He travels the world as a senior consultant to the mining industry, designing and delivering courses on leadership, change management, team building and conflict resolution. He says he has transferred the skills he used as an educational leader to his post-school life, including an understanding of the importance of preparation and forethought. By 2040 the over 60s will make up 25 percent of the national population, but many retiring baby boomers are still feeling effective, motivated and ready to go - they are a human capital resource that is just waiting to re-engage. But, not all baby boomers want to carry on at full speed. Alan Peucher, founding principal of Mawson Lakes Primary School, is an example of what the social commentator Bernard Salt labels “portfolio retirement” - a lifestyle that combines work, golf, volunteering and family time. When Alan announced his retirement last year, Delfin Lend Lease quickly seized the chance to add him to their team of urban developers. They were particularly impressed by the way he can synthesize information, undertake community audits and write a jolly good report. “The skills I applied to building infrastructure and community relations for schools are valued in business. And I also come with a huge range of contacts,” said Alan. As the director of the School Education Expo, I am a former teacher who was always involved in community relations at school. When I left to raise a family, I established the Centre for Marketing Schools so I could work at home. Today CMS is an international business that runs courses, expos and conferences. My sensitivity to educational culture, coupled with postgraduate study on marketing, catapulted me into a career in school marketing that I love. Marketable skills of educatorsEducators are a highly educated and highly skilled demographic who often underestimate their value to the workforce. After a few years on the job, most educators are equipped with good organisational skills, communication know-how, time management awareness, leadership experience and research skills. They are used to problem solving, teamwork and conflict management. Many are competent report writers. Generally, teachers are patient, good at solving problems, able goal setters and willing team players. These skills are all highly sought in the business world. Making the transitionThe range of jobs for former teachers is enormously diverse and there are many opportunities to explore. You can: Become a consultant. See my online article Becoming a Home Based Consultant at www.marketingschools.net Join another person in their business. The best way to start a new job is from a position of employment, so while you have a job, take time to research the employment scene and dip your toe in the water. Start by identifying ways to align your interests with your work. For example, Tegan Whalan is a trained teacher and a dog lover. As the coordinator of the Delta Dog Safety Program she goes into schools and teaches children how to relate to dogs. She says it’s a very fulfilling combination of profession and passion for her. A new career structure may need new qualifications, so explore extensively the options open to you. Mary Dover was a teacher deeply committed to the pastoral care of her students, but the stress of dealing with troubled teenagers wore her down, so she decided to study for a certificate in aged care at TAFE. She says her new career in aged care suits her perfectly. “Older people have their own set of problems but they are not as arrogant or insolent as young people and much more appreciative of kindness,” says Mary. Think about a careers coach to help you prepare for a new job by assisting with resume writing and interview skills. An investment in a careers search company can be of benefit also. Above all, develop a sense of confidence that you as a teacher have a lot of valuable skills to build upon. Don’t be afraid to try something new and don’t feel guilty about deserting the teaching profession. Typically, educators tend to stay in their profession for decades. In the corporate world, people change jobs every 3 to 4 years. No matter what your age it is never too late to try something new. About the authorDr Linda Vining was the founder of the Centre for Marketing Schools |
Community Relations: using volunteers to stretch your resourcesIf so, you are probably overworked and trying to juggle too many balls.
You need some help. A good place to start is with a band of volunteers in the marketing office. If managed the right way, volunteer parents will contribute endless hours in unpaid work To keep a team of volunteers returning week after week by choice, is not done by chance, You have to understand the dynamics of the volunteer workforce. As a research project, I talked to more than 160 school volunteers - parents and non-parents, working in government and non-government schools, representing all ethnic and socio-economic backgrounds, aged from early 20s to 80s. I asked them what turned volunteers on and what turned them off, what degree of satisfaction they felt and what must schools do to get the best out of the volunteer’s gift of time. The message was clear. Volunteers are eager to improve the outcomes of the school but they are turned off when they arrive to find doors locked, poor information on what they should do, broken equipment, unproductive meetings, lack of coordination and too much standing around. Most of all, volunteers want to know that their efforts are appreciated. Some volunteers told me they never see the principal. Others said, “Staff don’t seem to realise that a thank you and a pat on the back are powerful motivators.” Most schools have no idea of the valuable resource they have in their unpaid workforce. Schools rarely keep a register of volunteers or the number of hours they work. When marketing manager David Durante developed a volunteer register for his small school of 285 students he calculated that 75 families gave a total of 140 volunteer hours a week. That added up to a staggering 5,600 hours per school year. If you calculate a helper’s time at say $20 per hour the volunteer contribution worked out at a notional value of $112,000 per year. But dollars alone cannot measure the volunteers’ contribution. At one school, a widely acclaimed artist and parent painted a mural on a school wall to celebrate Book Week. Her efforts encouraged other talented parents to paint murals on other walls, and now the foyers and corridors of the school are resplendent with characters from books and other imaginings. The myth that the volunteer is a bored middle-class housewife is out dated. More recently, volunteers comes from the ranks of the fully employed or part-time employed. In years gone by parents had little involvement with schools. They only went when summonsed by the principal to discuss their child’s misdemeanours. By contrast, today’s parents feel a strong sense of responsibility for raising funds to provide resources for their child’s school. Another trend relates to collaborative decision making. Today’s parents believe that policy making should be shared within the community. Where parents are bypassed, a feeling of resentment surfaces. Good community relations requires that parents are engaged with the school at many different levels. Different parents are suited to different jobs. In the marketing office, you have an array of tasks to offer, from a simple job like cutting clippings about the school from the newspapers, to running a major function, such as an art show which draws the community together in a big way. A volunteer committee of former students could run an association of former students. and be engaged in tasks such as managing a database, writing a newsletter and arranging functions. Then there are parents who may be suited to fundraising, career guidance and running parenting seminars. A marketing manager who knows the occupations of the parent body can often find a parent to make a banner, produce memorabilia, design publications and provide other assistance. Parent volunteers can be particularly helpful at expos. A roster of helpers will relive you of answering constant enquiries. It can save the school a huge amount in terms of staff on duty. Volunteers can also help you transport gear and provide assistance for the setup. The trick is to find the right job for each volunteer job. Volunteers who work in instructional roles say it helps them understand the education system and keep in touch with teachers. David Fry who runs a Learning Together Program at his school has developed a volunteer program to assist his students with learning disabilities. David has a loyal troop of about 20 volunteers. He says that students who suffer learning difficulties commonly lack a positive home life so the volunteers are priceless, not only as reading tutors, but as caring role models. “Giving feedback to volunteers is vitally important to keep them motivated. So too are written instructions and a handbook,” he believes. Volunteers agree. Eighty six per cent of volunteers in my survey said they would like to see schools use a more business like approach to the management of their unpaid workforce. They voted for job descriptions that state the hours the school requires their help, better instructions, training for helpers and a school coordinator to turn to if there’s a problem. A parent who co-ordinates the canteen at her school said that many people will not volunteer to help because they think the task is beyond them and they are afraid of failing or looking stupid, particularly when they have to add up money quickly in the school’s canteen and give the correct change. People can also find the time demands of voluntary work too long and difficult to fit into a busy working life. When a school asks a parent to work from 10 am to 2 pm, the school takes most of the day. Shorter shifts are needed and a clear outline of expectations. Professional people who cannot help during working hours will often be available to speak at a careers evening or give time to a weekend function. The promise of doing something meaningful for a school is an attractive use of a volunteer’s time. There are lots of jobs for volunteers at a school, and there are lots of parents willing to give up their precious time, but there needs to be management structures in place to retain and motivate a volunteer workforce. About the author Dr Linda Vining was the Director of the Centre for Marketing Schools (CMS). For more advice on managing volunteers get a copy of her book Working With Volunteers In Schools | Creativity and how to get it
In today’s education marketplace, you and your competition may be working with the same information and the same target audience. So how can you stand out in a crowded field?
By being creative! Creativity attracts attention and this gives you a competitive edge. Creative ideas applied to school promotion, and creative solutions applied to public relations, will win positive word-of-mouth referral. If you see yourself as not particularly creative don’t worry. It’s OK to borrow ideas and concepts from others. The commercial world is full of ingenious appeal that can be adapted for school use. You can even take ideas from history, nature, art and fantasy and put your own spin on them. You can learn to be imaginative. To help generate ideas and open up a huge range of possibilities I have developed the acronym CREATIVE. Use these methods to ignite your inventive talents. CombineWhat can you combine?• A joint promotion with other schools? • A community partnership? • A sharing of costs? • A coupling of events for a brighter effect? • A combination of staff and volunteers? RearrangeKeep the best bits, throw out the old and add something new. Try it with an annual event, a website, a new school crest, an outdated policy, a fundraiser, an advertisement, the entrance foyer, the carpark, your office.EliminateWhat is the main annoyance facing your parents? Eliminate it. Eliminate slow response rates by replacing with email. Eliminate the cost by finding a sponsor. Eliminate poor office PR by training staff in customer relations.AdaptAdapt concepts used in the commercial world - an advertisement, a phrase, a song, a fundraising event. When you’re out and about, take digital photographs of the things you like such as signage, posters and merchandise, then play around with them on your computer until you come up with a new look that incorporates your school colours and crest.Try adapting your programs to appeal to a specialized market such as the only child. Talk less and listen moreWhenever I run marketing seminars with staff, parents and governing members I find they come up with brilliant ideas to promote their school. To facilitate creative inspiration throw them a challenge and listen to their responses. What are their needs? Which designs catch their eye? Listen to detect changing social trends. Listen to complaints and use them to become more customer-oriented.InvestInvest time in reading and networking for ideas. Invest $$$ in professional development, courses, meetings and magazines where other peoples’ methods and ideas are discussed.VaryAct like a bower bird and collect samples of brochures, posters, prospectuses, photographs, websites, promo material to stimulate ideas, then vary the design, colours, materials and size to suit your budget and needs. For example, if you are planning to exhibit at an expo take a look at what other schools have done in the past before you design your own unique display.EnthuseBe willing to try new things, expand your horizons, do it differently, take a risk, get some professional help and be BOLD.About the author Dr Linda Vining was Director and Founder of the Centre for Marketing Schools (CMS). She is an international authority on school promotion and community relations. © Copyright applies – It is illegal to reproduce or transfer any part of this article without the permission of the Centre for Marketing Schools. |
Customer Relations Training for Non-Teaching StaffGood manners is an old fashioned word, yet it is a highly desired form of behaviour that adds to a school’s culture of courtesy. To make sure that positive PR greets people at your school, you need to provide professional development in customer relations for non-teaching staff. Below is an outline of different training models?
People who are customer-centric, use respectful words and exercise tact, are an asset to any school. This is particularly true for administrative staff who are important ambassadors for the school when they receive enquiries, take messages and deal with complaints. If non-teaching staff know how to talk on the phone, dress in a professional manner, meet 'n greet, act calmly in difficult situations, say no politely, and use their body language to convey a friendly message, they cast a culture of courtesy that outwardly suggests that the school operates in a respectful environment. But it is a mistake to think that good public relations comes naturally, or that it can be imposed from the top. Good manners is a form of behaviour that is learned, and it needs regular refreshment.
As schools realise the place that office and support staff play in projecting the culture of the school they are investing in PR training for non-teaching staff. I have participated in several different professional development models, three of which are outlined below.
Model 1: Whole school professional developmentWhen Wenona School held a professional development day on a Saturday afternoon they placed different staff segments into different workshops. I facilitated a three-hour session on customer relations, which was specifically designed for people from the office, library, uniform shop, boarding school and maintenance team. The group also included two members of the board of governors. We spent a good deal of time talking about their experiences of good and bad customer service. After all, everyone is a customer at some time of the day - on the receiving end of customer service. We looked at the workplace image that each person wished to project, for example: caring, professional, efficient - and discussed the actions that were needed to achieve such image objectives. As a finale, the group developed a customer service creed: Approachable Always, Wenona Cares. Having a creed is a good way to sum up a workshop and generate group cohesiveness. One of the most creative creeds I have seen was developed by Northern Beaches Secondary College who used the school’s initials to promise: Nothing But Superior Care. When non-teaching staff are included in professional development workshops in this way they always say it makes them feel valued by their school. A feeling of being appreciated and being part of a team is a great motivational force. Model 2: Small group discussionIn this model the school’s marketing officer, or an outside facilitator, runs an in-service session for non-teaching staff for 60-90 minutes per week using role play and discussion. It doesn’t take long to see how important it is for non-teaching staff to come together, to talk and to share information in a structured way. It helps administrative staff see their role in the big picture and how their actions impact on others. The facilitator needs to generate relevant discussion and keep the group focused. It helps to have a workbook so that participants can prepare for a session beforehand and arrive at the discussion with ideas in mind. Model 3: Distance learningWhere time is too tight to train staff in groups, or it is impossible to release them from their post for discussion, or it is too expensive to engage an outside facilitator, schools can use the Centre for Marketing Schools distance training course Customer Relations Course for Non-Teaching Staff. The school enrols a staff member in the course and the candidate receives a workbook and a personal mentor who guides her by phone and email through 6 interactive lessons on essential topics of customer care. These include managing first impressions, effective communication, body language, people handling and time management. Edweena Horsley, administrative assistant at Georgiana Molloy Anglican School in Western Australia, undertook the course and said it helped her cope better with the many demands on her time in a busy school. “The course helped me realise that a caring school starts at the front office,” she said. Edweena’s handsome Customer Relations Certificate was framed and displayed in Reception as recognition of her achievement and as a subtle marketing tool for people coming through the front door to see that the school takes customer service seriously. Most administrative staff are not used to studying and do not have the confidence to undertake a course, so a personal mentor is an effective motivator to keep people on track and maintain motivation so the candidate finishes the whole course. In this way Centre for Marketing Schools has a 99% success rate in achieving graduation. Training topicsNo matter which model of training you use there are certain things that can help non-teaching staff realise their importance in establishing a culture of customer service. Explain the market forces at work When staff understand the external political, social and demographic forces that drive school marketing, and the ways that other schools are responding to the changing environment they begin to see the need for better customer relations. It often comes as a surprise to those who are insulated from the competitive edge of education to hear the impact that outside forces are having on schools. Identify good and bad customer service Most workshop participants tell me they have never really stopped to think how they can manage their workplace image or what messages they are projecting about the school, so it is helpful to consider how a professional person talks, listens, looks and acts. Often staff do not realise that by ignoring a parent who walks into the office or the uniform shop they are sending negative vibes. Other no-nos are to leave callers hanging-on, to give out wrong information, to pass callers from one person to another and to sound hurried and brusque as though the caller is an interruption. Modern manners Good manners change depending on the social milieu. For example, communication manners now include email. I receive a mountain of email correspondence from schools without an email signature. It fails the most elementary good manners test – identifying who you are. Every email that goes out from the office should include a professional email signature that identifies the name of the sender, their work title, the school name and location, phone and internet address. As email is a global communication tool, the signature should include country of origin and the international codes for phone etc. A professional email signature should be included every time on every email. It should be a professional habit. Anything less displays poor business manners. Others notice! The Centre for Marketing Schools Course in Customer Relations This course is explained more fully here. If you would like a brochure on the Centre for Marketing Schools' Customer Relations For Non-Teaching Staff by distance learning, email office@centreformarketingschools.com.au About the author Dr Linda Vining was Director and Founder of the Centre for Marketing Schools (CMS). © Copyright applies – It is illegal to email this article to anyone else or to reproduce any part of it without the permission of the Centre for Marketing Schools. | EMAIL: The Illusion of IntimacyEmail communication between schools and their customers offers many benefits, but there are also hidden risks and a need for PR protocols for both staff and parents.
Quick, informal email is a boon to busy professionals in schools; but do you have protocols/guidelines to direct staff on the use of this communication tool.
Time-poor parents love the way email provides 24 hour access to schools. Similarly, staff use email to move information quickly, deliver newsletters, conduct surveys, answer queries, notify dates etc. There is no doubt that email can enhance parent/school communication and be an effective point of contact. But beware: email is not as simple and safe as it seems. The hidden risksWhile email may create an aura of intimacy, the harsh reality is that email communication can come back to bite you. Politicians, CEOs and school principals have lost their jobs when private email messages have gone public.
An email in the wrong hands can have devastating consequences. Remember the front-page headlines that shouted revelations from illicit email messages of an affair between the politicians Cheryl Kernot and Gareth Evans. The sizzling emails may have been highly private, but that did not protect the parties from public glare once the media got hold of them. The most dangerous assumption you can make is that email is secure and confidential.
Email consultant Neil Hymans says that organisations have little understanding of the risks inherent in this communication tool that lulls people into a false sense of security. Email messages leave a trail as they move from the sender to the receiver. Each and every email - no matter how trivial or spontaneous - is routed through one or more internet servers. This means that email messages can be recovered from server logs long after both sender and receiver have deleted the message. The courts regard email as admissible evidence. Indeed, organisations have the right to monitor electronic communication. Email is easy to monitor and divert without the sender or recipient even realising it. In some organisations prior to an employee receiving an email account s/he must sign a statement agreeing to the appropriate use of online technology. Employees are also told that emails are routinely monitored. While you may not have actually heard this from your school it is prudent to be able to justify any message you send. When asked about privacy on the internet, Scott McNeally, CEO of Sun Microsystems made the famous remark: “You have none, get over it!” Abuses of emailWhile the speed of email communication has revolutionised access to information, it has also opened up new channels for negative purposes. For example, a disgruntled parent can circulate an email to a whole classroom of parents in a flash. A poorly-worded letter sent from the school to a specific parent can find its way onto multiple screens for group dissection and analysis.
E-rage is all too common. Principals report that an unhappy parent who would not say a word face-to-face feels quite liberated behind the mask of an email. There are no filters on email. No-one to type a letter and check its tone, no re-reading, no cooling off period, no-one to countersign or approve. And then there is the accidental spread of private information. All it takes is a wrong name in the TO BOX when addressing a message. Staff trainingNeil Hymans says that very few enterprises have come to grips with the realities and the risks of email, and too few have guidelines on using this communication tool.
Companies who have undertaken staff training say it has a positive influence on the way people use email, from a security perspective, and also from a customer relations aspect. The following considerations are presented as a starting point for the formulation of an email protocol for your school and the training of staff. Guidelines for staffInclude email protocols in your school’s Style Guide to clarify the school’s regulations and how the communication should look, for example, the fonts to use, colour, background or not, placement of crest and use of capitals.
Shorthand, abbreviations and SMS should not be used. Email policy should emphasise that online communication represents the school, not just the individual. Always spell check/auto correct before sending. Bolding, underlining, and capitals should be used sparingly as these are considered “shouting”. Regard email as a relationship building tool; be brief but courteous. Apply the KISS principle: Keep It Short and Simple. Check emails daily. Aim for 24 hour turn around. Show professional courtesy. End every email with a digital signature stating your name, job title, school and contact details. Do not send an email when angry. If you are upset when you write it, save it, return to it later, modify it. Ask a senior staff member to check a response to an aggressive demand or an abusive email. A phone call may be more effective here. Do not forward chain mail or frivolous emails. Use ‘out-of-office’ notices to explain a delayed response, e.g. if a member of staff is away or during school holidays. Have a policy relating to personal email. A sender needs to be aware that all email traffic has the potential to be read by school management. Inform staff, “If you are not prepared to defend it, don’t send it!” Have a system to check that emails have been attended to. One email can blend with a long list of others and be overlooked. Eliminate the visual clutter and officious language of email disclaimers. They carry no legal weight. Prescribe areas to avoid such as discussing a student with another parent, health issues, staff issues, criticism of the school or its representatives. Never blame another person or refer to the actions of others. An email can be used as a legal document. Beware of the illusion of intimacy. As an overriding barometer, only send an email that you would be happy for the Principal to read and counter sign. Guidelines for parents who send emails to staffThere is also the issue of parents who send emails to staff. Schools need to provide parents with email protocols. Here are some tips.
Deliver the school’s email protocols to your parents in customer-friendly language; not as a set of rules! Provide parents with a list of email addresses. Tell them where to direct their enquiries e.g. sports department for match venues, deputy principal for pastoral concerns, student coordinator for curriculum issues. Sensitive issues should be discussed in person. Advise parents to make an appointment. Instruct parents when not to communicate via email, for example, absentee notes may need to be hand-written and signed by a parent/guardian. Remind parents that teachers are mobile rather than desk-based and their response times may not be immediate. Allow 2 to 3 days, (or whatever you decide). Ask parents to be brief. Suggest a word limit to facilitate a speedy response. Explain that email is suitable for the transfer of information, but e-rage is not appropriate. If parents have a complaint tell them who to contact and how to present the problem. Inform parents that all emails are subject to audit, i.e. they may be read by another person other than the receiver. About the author Dr Linda Vining was Director and Founder of the Centre for Marketing Schools (CMS). For other marketing strategies see Linda’s book PURPLE POWER for memorable school marketing. A useful how-to-guide available from Centre for Marketing Schools is the book The School Style Guide by Linda Vining and Lynette Eggins. © Copyright applies – It is illegal to email this article to anyone else or to reproduce any part of it without the permission of the Centre for Marketing Schools. |
How Customer-Friendly Is Your School?Whether you are a principal, a teacher or support staff; whether you are in the private or the public system; whether you deal directly with students and parents, or work behind the scenes; whether you like it or not … You provide a service to a set of customers.
Customers keep your school open. Customers pay your salary. If you think customers are unimportant, try doing without them for 90 days ! We all recognise bad customer service when we receive it - being treated like an invisible customer; told WE have the problem, not the organisation; receiving wrong information; no greeting, no eye contact; unable to get through on the telephone; messages not returned; left forever on hold. In a survey of 135 parents conducted by the Centre For Marketing Schools, 92 per cent of respondents ticked one or more of the characteristics above as a feature of their child’s school. And yet, good customer service is a powerful marketing tool that can set a school apart in a competitive marketplace. Who are our school customers?Customers come in all sizes and shapes - our students, parents, past students, visitors; indeed, anyone who wants something from us, is a customer. And, whenever a person has dealings with us they have a legitimate credential to broadcast an impression about the school. It’s up to us to make sure they carry a positive message.
The ABC of customer serviceGood service cannot replace a good education, but there is a supporting ABC of customer service that everyone in a school can perform. For little extra cost, attention to Attitude, Behaviour and Communication can advance your educational objectives.
When a mother rang to talk to the school principal about a matter of concern, the secretary’s voice was flat and perfunctory as she said: “I’m dealing with someone else at the moment. Please hold.”
Before the parent could reply, she found herself on hold, and as she waited, she decided that it wasn’t so much the words that upset her as the way they were delivered. The tone and tempo of the secretary’s voice suggested the mother was a nuisance. The mother waited a while longer and hung up. The parent’s problem never did reach the principal. Mind you, it got a good airing in the car park. Had the school secretary used a more positive tone of voice, smiled down the phone, used the parent’s name and waited for a response, the customer would have willingly waited her turn. Such small, easy to learn communication techniques can enhance customer relations at your school. It’s up to school management to model a good customer culture. When executive staff answer a ringing phone or go out of their way to assist a parent, they send a message that customers are important. I’m sure that achievers are recognised in your school, but what about good customer service providers? Are they acknowledged with a pat on the back, a public announcement, or a certificate for outstanding service? It was Friday afternoon when the school bus driver noticed a bag on the seat of his empty vehicle. He put the bus away and used his own car to take the bag home to a relieved mother. On Monday morning the mother rang the school to commend the driver. When the principal told the assembly, the bus driver received many unexpected strokes from the staff. By recognising his act of caring service, the principal was rewarding the behaviour he desired and encouraging others to have the same attitude. Behaviour
How many times have you approached a counter wearing your ‘invisible clothing’ and nobody acknowledged you? Sets a bad tone, doesn’t it? People form an impression based on your response/or lack of response to them. When parents were asked to list the criteria they used to judge good customer service, the six most frequently mentioned features were: Method of greeting (eye contact, cheery, use of names) Body language (smile, attentive, open) Listening ability Appearance of person and environment Knowledgeable (re: school/subject/arrangements) Sincerity and willingness to help Communication Accurate, up-to-date information that helps your customers solve their problems, answer their questions or advance their goals drives positive customer sentiment.
How friendly and informative are your school newsletters? Are they easy to read, with plenty of white space, clever illustrations and short articles, written in non-jargon language? Do they invite feedback and involvement? What are they saying between the lines? When CMS conducts student surveys we ask the respondents if they read the school newsletter and if is a useful information tool. The response to this question frequently indicates that schools need to give more thought to their newsletters to make sure they are satisfying the customers’ needs. What about your school prospectus? Does it use the words ‘you’ and ‘your’ to describe what it can do for its students, or is it full of chest-beating and historical detail? Does it consist of loose sheets of paper that annoyingly fall to the ground or are impossible to fit back into place? Is it posted out quickly in response to an enquiry? A school web site is an information system that can meet your customers’ needs 24 hours a day, seven days a week, all year round, even when the school is on holidays. Do you have a parent portal for easy parent access to information such as results, notices, timetables? Is your website easy to navigate, quick to download and to up-to-date? Do you have a virtual tour of your school, a staff page and a frequently asked questions page (FAQ)? Are all customers equal in your school? I hope not. Customers don’t want to be treated equally; each person has different needs, which they want you to understand. So, an important aspect of customer communication is listening. You must hear what the customer wants. Ask, and be open to input. Invite customers to give feedback through face-to-face contact, informal functions, market surveys, tear-off forms on newsletters, phone calls, open forums and so on. Are you defensive when a customer complains, or do you acknowledge that it’s a difficult thing to speak up, and do you thank people for telling you how they see a situation? Most people will accept your decisions as long as they feel they have been heard and your reasons have been logically explained. Silent Communicators Your school’s environment is a silent communicator about the attitudes and actions within its walls. Cleanliness and the condition of the grounds and buildings reflect concern for the school and the people in it. Do you have a regular ‘walk around’ with your marketing staff with pen and pad in hand to inspect the physical features of your school? Is your foyer alive with displays of student work that impresses visitors with the academic and creative merit of the school? What about school notice boards? Are they up-to-date and inviting, or tired and faded? Now read your signboards through the eyes of your customers. Are they welcoming or forbidding? Which sign comes closest to your script “Welcome to XYZ School? All visitors please check in at the main office” or the bossy message, “All visitors must report to the school office.” Customer Contact Points You can assess how well your school is interfacing with its customers by using the Self-Assessment Customer Contacts Chart on page 5. This is a useful analytical tool that focuses on points of contact and actions to improve responsiveness. Here’s a good exercise for a staff development day. Prepare a copy of the Self-Assessment Customer Contacts Chart for each member of your school (teachers, office staff, students and volunteers). Ask each person to list all the points of contact they have (voice mail, telephone, fax, corridor conversations, a knock on the door). Now get each person to grade their contacts with their customers on the basis of sight and sound attributes. Finally, consider actions that would improve service delivery (personal, environmental, technical). And, remember, it is often the little things that make a difference to how people see you. ELEMENTS OF GOOD CUSTOMER SERVICE FOR TEACHING STAFFAre You:
Polite, courteous, enthusiastic? Familiar with parents’ names and use them frequently Able to compartmentalise actions so as not to carry problems into other relationships? Aware of your own appearance and the impression it has on your customers? Familiar with the strategies for handling complaints? Aware of each student’s academic, social and family history and how it may affect behaviour? ELEMENTS OF GOOD CUSTOMER SERVICE FOR NON-TEACHING STAFFAre You:
Polite and courteous, even under pressure? Greeting all people with a smile and eye to eye contact? Calm, collected and in control? Dressed to project a professional image? Well acquainted with all aspects of the school? Able to give directions and answer enquiries? Wearing a name badge? Telephone friendly - do you answer the phone with a smile? Offer the name of the school, your name and department? First impressions count First impressions are vital and often indelible. They start from the customer’s initial contact with the school. Try seeing it through a stranger’s eyes. What message does your school communicate to new-arrivals? Without asking for directions, would they find their way to your school without frustration? What would they see as they approached? If there were no-one in sight would they find their way to the office? Where would they park? As they sit in the waiting room, what sight and sound images would impress/disturb them? What would be their first impression of the school? A revealing exercise is for a small group to begin driving towards your school from the outskirts of town, pretending they have never been there before. They are nervous and of two minds about enrolling their child. About the author Dr Linda Vining was Director and Founder of the Centre for Marketing Schools (CMS). Centre for Marketing Schools offers a Customer Relations Course for Non-Teaching Staff. © Copyright applies – It is illegal to email this article to anyone else or to reproduce any part of it without the permission of the Centre for Marketing Schools. | Look At Your School’s LogoSchools are full of empty logos. Lifeless crests. Soul-less brands. Look around you. What is the quality of your logo/crest? How old is it? How well does it reproduce in electronic form? How many variations exist?
A logo is a concept in graphic form that captures the spirit of your school. A strong logo reflects a distinctive brand or identity. It is the school’s signature. But without attention, your logo can become dated and poorly defined. In a competitive marketplace your logo must be working for you all the time, reflecting exactly what your school wants to say about itself. It must be given voice, be polished and set on a pedestal for all to see. Below are 10 ways to present the face of your school in a highly visual way through your crest/logo. 1 Say it in one In the past, an organisation could spell out its philosophy in half a page. In today’s fast-paced world, you have 10 seconds! Your school logo needs to say it all in one. Business brands provide examples. Striking business logos are characterised by extreme simplicity. They are uncluttered and use only a few lines, colours and geometric shapes to stand out boldly. Slogans are brief. By contrast, many school logos are cluttered with old world icons of flames, books, scrolls, shields, crosses, stars, crowns and heraldic devices that speak of a medieval past, not of a promising future. 2 Do away with poor design Does your logo suffer any of the faults below? If so, it’s time to design a new one or modify your old look. A logo/crest without the school’s name. Language that most people cannot understand or remember (eg Latin). A logo that tries to capture too many images in a small space. A hairy-edged design that does not reproduce well in electronic form. An image from long ago that depicts disused buildings, dated icons, obsolete colours or other long-deceased features. Too many variations. 3 Present a professional image There are two or three elements to a logo - the brand name, the brand mark, which is a recognised symbol or colour, and the brand slogan consisting of four to six words. To bring all these elements together it’s a good idea to invest in a professional designer. A logo should be flexible, reproducible, enlargeable and uncluttered. It should be timeless – not trendy, as fashion is quickly outdated. Consistency is the factor that makes logos work. Direct your designer to prepare your logo in colours suitable for online use, that work in 3D, that can be animated, and that will work even in a very small size on a computer screen. Ask your designer to prepare a Crest Block that illustrates the sizing of letters and the spacing around them. 4 Let colour unify your image Colour grabs attention. It helps us retain and recall information. The use of a consistent colour scheme in your logo and throughout your printed communication will unify the school’s corporate identity. Colours become your ‘voice’. A strong accent colour such as red or yellow can revitalize a drab look. 5 Add personality to your logo Once you have a basic design for your logo don’t be afraid to adapt it creatively for different uses. At one school with a soldier icon, a designer crafted the logo into a playful, whimsical symbol for kindergarten awards, and on another occasion it was creatively interpreted to decorate the childrens’ ski caps for their annual ski trip. As you entered the school, the soldier appeared on school direction boards and it was used as the central image for the school’s 150th anniversary. 6 Take your time A new corporate image does not happen overnight. It is an ongoing process. Reaching consensus on a crest, name and slogan typically involves many hours of angst. People respond to graphic design subjectively, so plan lots of lead time. Get the foundations in place with a modern design, then as funds become available, place the new visual identity on flags, uniforms, publications and other items to create a consistent look. 7 Say it with words A descriptive slogan adds strength to a school’s identity. Some examples that evoke sentiment in just a few words are: ‘In the direction of our dreams’ ‘Creating the future’ ‘Learning for Life’ ‘We do more than teach. We Inspire’ ‘An indestructible school for boys’ – this is a winning combination that conjures up both timelessness and an unwavering purpose. 8 Use your logo consistently Reiteration of brand builds awareness. Here are ideas for repeated exposure.
Put your logo boldly on everything to create a ‘together’ look - stationery, uniforms, vehicles, buildings, publications, brochures and websites. Position it prominently on your advertising. When you deal with business partners and sponsors, print your logo on reports and proposals – on the cover and the footer of every page. Use the logo to design a suite of award certificates Position the logo as the stamp and use different coloured paper to signify levels of achievement. Your logo can also be made into merit stickers. Add it to your honour boards, sports equipment, shade marquees, school and house flags, medals, keyrings and other memorabilia. Mould your logo into chocolates which you can box and use as special gifts. Get your logo out into the open. Have it in the newspapers, on books, on fridges and at every event. Make it bold and put it on a pedestal so that people recognise your visual signature at a glance. 9 Control the design Once you have decided on the look you want, set a standard in writing. Prepare a manual called a Style Guide (reference: The School Style Guide by Linda Vining and Lynette Eggins) In your Style Guide you can define the school’s image symbols and how they should be used. Specify fonts, spacing, borders and the colour of inks. Indicate clearly where the logo must be positioned on stationery and how all the elements of the design fit together. Show an example of the crest block. Issue computer templates to every member of the school. Don’t forget the accounts department, parent organisations and your alumni groups. Insist on standardised usage. Computers have made it ever so easy for people to modify corporate designs so you need to keep strict control over the use of all aspects of the school’s corporate identity or it can easily revert to old copy and individualised interpretations. 10 . Provide substance to backup image A new logo cannot miraculously fix a school’s image problems. It cannot make your school into something it is not. A good product, reflected in the classroom, the front office and the principal’s domain will add substance to your visual image. Your logo is your signature and your calling card. It’s up to you to make sure the memory is positive.
About the author Dr Linda Vining was Director and Founder of the Centre for Marketing Schools (CMS). For other marketing strategies see Linda’s book 'PURPLE POWER for Memorable School Marketing'. A useful how-to-guide available from CMS is the book The School Style Guide by Linda Vining and Lynette Eggins. © Copyright applies – It is illegal to email this article to anyone else or to reproduce any part of it without the permission of the Centre for Marketing Schools. |
Managing the Media During a Crisis at SchoolThe first words are simple ... and alarming ... a phone call ... “Central Media Network here ... our camera crew is on its way ... is it true that a student was seriously injured at your school?”
The crisis is upon you.
Surprise stuns you. There is never enough reliable information. Events escalate. There is intense scrutiny from outside, from inside, from neighbours and community leaders. Confusing and conflicting patterns, shifting like quicksand can easily produce a siege mentality and panic. The short-term spasm will pass but the long-term perception of the school will be decided by the way in which the school handles the crisis. Any interaction with the media represents both a threat and an opportunity.If you become a media target you can attempt to merely parry the threat, or you can turn it around so that your school emerges with a stronger reputation than it had before. Be Ready for a school crisis In calm weather assemble a “nightmare team”. List everything that could possibly go wrong and how to approach it. Talk to key people in at-risk areas and ask how they would head off such disasters, what they would do if one occurred. Prepare a list of contacts with home and work phone numbers, email and mobile contacts, emergency services and local press. Confidence in managementThe essential element in crisis management is for the Principal to communicate confidence and a take-charge approach by attending to the following:
Information Flow The flow of information must be centralised and controlled. It is the Principal’s job to protect the health of the school and act as the ONLY spokesperson, unless other arrangements are put in place. School policy needs to be very clear on this and students and parents need to know the policy.
Crisis Team Convene a top-level crisis team and relieve members of other duties. Their first job is to collect precise information on the crisis. Options for action are needed. Map out a worst-case scenario keeping an eye on the horizon as well as the immediate step in front. In a crisis the tendency is to focus exclusively on the emergency. For the school’s future, that is only part of the problem. How well you improvise in the face of the unexpected, and how well you control the unleashed forces will be the criteria by which the school is judged.
School Image - Making or Breaking In a crisis situation the media seeks a quick, concise, newsworthy response. Failure to respond quickly gives an impression to the outside world of indecisive and incompetent management. The worst reaction is to suppress information and deny comment. It only encourages rumours to spread on all sides. Worse still, it may be interpreted as a cover-up. The media will chase information from other sources. If you provide rapid and credible data yourself you remain in control and deflate rumours. Rapid spread of information Your most deadly enemy in a crisis is confusion. If you tell your story to six journalists you will have six different interpretations of the crisis. Therefore it’s very important not to rely on the media to inform significant others of the situation. Directly address your key audiences with precise information. Students, parents, staff, local residents and prospective families must not be overlooked. They need assurance that the Principal is in control of the crisis and reassurance that they/their children are safe. Tips for coping with tough reporters Beware of “off the record” comments. If you don’t want it repeated, don’t say it. Don’t be sarcastic or lose your temper. You’ll lose audience support if you put reporters down, or try to outsmart them, and they may lose face and be hostile. Never repeat a negative because you will give it double exposure. Correct the negatives in a positive way. Keep your answers simple. Stick to the known facts and don’t embellish or speculate what has happened and what might happen. Don’t allow yourself to be pushed around by a reporter. Take time to answer, think first and say what YOU want to say, even if it does not directly answer the journalist’s question. Don’t be afraid of silence. Do not feel you have to fill a conversation gap. Say what you want to say and no more. Watch other people being interviewed on TV and give each a critical rating and learn to distinguish good tactics from bad. If you don’t like what the reporters write, never send a nasty, defensive email to the media in response. This is dangerous and unproductive. Be careful about letters to the editor in the middle of a crisis. They can be turned against you. Buy time to mobilise your response When the alarm sounds and the call comes through you can say that the Principal is not available just now, but promise to get back to the caller. Ascertain when the information is needed and make sure you return the call. You can keep the media on hold for a short time to give you space to think and gather information. Honour your promise or they will hunt for information elsewhere. A show of support Call on your allies in the difficult days of a crisis. At a time when the school’s judgment or competence may be questioned, outside support from community leaders, educational professionals and parents can create a positive show of confidence in the management of the school. Rebuild your school reputation Once the media glare dies down you have to work on re-establishing your reputation and your position in the education marketplace. Invest in ways to get the good news about your school out to the public. Increase the amount you spend on advertising, submit editorials to the media and buy advertorial space to highlight the positive aspects of your school. Use the social networks on the internet. Make sure your website is up-to-date and looking good as you will receive many hits during a crisis. Get out into the community and talk face-to-face with people so they can see another side. For example, attend expos and use the platform to showcase the quality of your product. Put your students on show in the local community. Participate in local events and festivals. Be seen and be heard more widely. Schedule an open day or a community event where you can invite outsiders to step inside and experience your school first-hand. Are you ready to handle a crisis?Many schools only think of image management when things go wrong but a smart marketing office is building community appreciation all the time. You never know when this will be helpful.
Accidents, criticism, sensational allegations and embarrassing situations are likely at any time. An organisation with a good image and positive community awareness is in a strong position to weather a storm. No magic blanket can shelter a school from crisis, however there is much that can be done to prepare for a crisis. Having worked through the questions in the table you will be better prepared to cope with one. Managing bad news at schoolGiven the total population of a school and its range of activities it is inevitable that a crisis is going to happen from time to time and it is largely going to be in the human tragedy area. Each crisis is different, so don’t expect to slavishly follow a predetermined plan when something happens. Plans, contacts and information are important but there is also the need to think creatively and instinctively when a crisis erupts.
Start by following the public relations rule. Deliver accurate information as promptly and truthfully as possible. Then do all you can for the people involved. Provide counselling for those in shock, allow free phone calls, invite distressed parties to use your office or home, make arrangements for recovery time whereby a student’s work will not suffer. Bring in grief or trauma specialists. Change the rules to suit the situation. Be quick to set up an appeal for financial assistance if appropriate, and call on the school community to assist by providing comfort, a listening ear for the distressed and protection for those in need. Human warmth and contact is vital for those involved in trauma, particularly young people. Make sure they are not left alone. Long after the drama has faded it will be the kindness, care and flexibility that the school extended in unusual circumstances that will be remembered and retold. Preparing for a school crisisTo be ready for a crisis there are things to settle in advance.
The following questions will help you prepare: What message do you want to emerge from your crisis? (e.g. united school community, strong decisive leadership, a school in control in a crisis) Are all members of the school community (teachers, staff, parents, council members) aware that the Principal is the only spokesperson for the school in a time of crisis, unless otherwise arranged? Who will form the crisis team? How will they operate? What is the system for rapid and precise information delivery to all audiences to prevent panic? Does every member of staff have a written policy on crisis management? Further readingMarketing Matters in Schools by Linda Vining. See Chapter 17, Working With The Media and also page 81, for an analysis of how Wesley School in New Zealand handled the media during a crisis.
About the author
Dr Linda Vining was Director and Founder of the Centre for Marketing Schools (CMS). © Copyright applies – It is illegal to email this article to anyone else or to reproduce any part of it without the permission of the Centre for Marketing Schools. | Market PositionWhat position does your school hold in the marketplace? Stop . . . This question does not ask where you see yourself; rather it asks how other people see you? When this question was put to Julie Brentson, registrar at Investigator College as part of her coursework for the Diploma in School Marketing, she set about finding out just what the local population thought about her school. She was in for a few surprises. Wearing her corporate uniform and name badge, Julie canvassed the opinions of local business people within a one-kilometre radius of the school. She introduced herself and informed respondents that she was undertaking market research on community perceptions about Investigator College. As part of the conversation she asked two questions: How would you describe Investigator College to someone new to the area? What do you know about the College (if anything)? “It was a bit confronting at first,” said Julie, “but I used to work in real estate and my experience in the field came back, and progressively I began to relax and enjoy it.” Investigator College is a Christian School situated on the Murray River, 80 kilometres south of Adelaide. Julie conducted her research in Goolwa, a rural town with a local population of 6,500. The school has 650 students from reception to year 12 spread across two campuses. Six years ago it underwent a management and name change. Julie discovered that outsiders held an assortment of perceptions, and, generally speaking, were not well-informed about the school. In some cases, the facts they gave back to her were wrong or outdated. The local real estate agent knew very little about the school and this was a worry because Goolwa is a revitalizing town that is attracting young families looking for a lifestyle change. “The local real estate office is usually the first port of call for people coming to live in Goolwa, and the question a family invariably asks is the name of the good schools in the area,” said Julie. Her small sample was a convincing indication that the marketing office had a lot of work to do to reposition the school and develop an accurate identity in the community’s mind. Her research and action plan formed part of her final assignment for her diploma, which was to prepare a strategic marketing plan for Investigator College. Defining your position in the marketplaceMarket position is a reflection of your image. It is the perception that lives in the minds of your target audience; for example, you may see your school as progressive, creative and well-managed, with good academic results and a focus on the performing arts. In contrast, the community, for whatever reason, may see you as that singing and dancing school with noisy, unkempt kids without a uniform and not much discipline. The former is your view; the latter is your market position. Market position happens whether or not you do anything about it, and is often measured relative to the position of your competitors. If you manage your image and project a clear, consistent identity you can reposition your school in the collective mind, but market position is something that needs constant maintenance. Market position can be fragile, as many a school has found after an unhappy run of media glare. The first thing you need to do is gather valid data on how you are seen beyond the rosy glow of your loyal supporters. The market research undertaken by Investigator College is an excellent starting point. Next you need to manage your image by defining the market position you want to achieve, and work to put this in place. When I asked Julie what she would like people to be saying about Investigator College she replied: “a very good, school, from reception to year 12.” As a marketer it takes a lot of hard work to plant this simple image in the collective mind. Here are suggestions to guide you. 6 steps to reposition your schoolKnow the message you want to get out Simplify the school’s identity and make sure all staff are pulling in the same direction with a clear understanding of the quality features of the school, its strategic direction, its ethos and image objectives. Talk about this regularly with both teaching and non-teaching staff. Define your target audience
Anyone who has an opinion about the school that they discuss with others is your target audience. This includes your present, former and prospective students, parents and staff, local business people, other educational institutions, and any other groups that are relevant to you, such as clergy. You need to plant and maintain a positive, accurate image of your school in their minds. Decide how you will reach people Schools have many channels of communication to reach their target audiences – consider what they read, what they do and where they gather; and be there. Ensure quality of promotional material Consistency is important so make sure you have quality promotional material, a good website and a style guide for internal use. Train staff Operating in a competitive market environment is a new concept for staff (teaching and non-teaching) so they need training to help them understand market forces, the attributes of a customer friendly school, and why they should pull together to project a unified image. Evaluate Some of your marketing strategies will be successful and others will not, so you need a way to track and record the effectiveness of different approaches. It’s a good idea to use SMART objectives. This acronym stands for objectives that are Specific - goals that are expressed as a number, frequency, or percentage. Measurable – methods to measure outcomes in quantitative terms. Achievable – resources, the time, the right people, the political environment, the budget to get results. Relevant – objectives that will benefit your school. Time defined – action plans with a start and finish time. With a Strategic Marketing Plan with SMART objectives you are ready to raise awareness about your school’s positive features and develop a fresh new identity. I find it takes about 10 months to change community perception, so don’t expect an instant turn-around. Gradually you will hear a different sort of talk– there will be a consistent positive buzz that you will hear wherever you go. When people genuinely start feeding back to you the information you have been projecting outwards you will know that your repositioning strategy is working. About the author Dr Linda Vining was the Founder of the Centre for Marketing Schools (CMS). For more information on marketing strategies see Linda’s book “Purple Power for Memorable School Marketing” © Copyright applies – It is illegal to email this article to anyone else or to reproduce any part of it without the permission of the Centre for Marketing Schools. |
Marketing to the Only-Child FamilyAs families downsize due to economic pressures, dual working parents and the rise in children born by IVF (usually just one precious gift), the micro family is widespread. The only-child is a special market demographic. What can your school offer the parents and the offspring of this growing market?
Lily Brownwood, a primary school teacher has noticed an increasing number of only-children in her school. “We see the trend with our younger families,” says Mrs Brownwood. “Women who establish themselves in a career before having children often find little time left on their biological clock to have more than one baby.” The use of assisted reproductive technology is also a growing trend. A report released by the Australian Institute of Health and Wellbeing reveals that 3.3 percent of Australian babies are made this way. Statistically this means that an IVF child is likely to be in every classroom. Characteristics of the only-childMy market research with parents of an only-child agree that a good education is an essential investment in their child. Many spoke of the self-denial they endure to enable their only-child to go to a good school and to have whatever was needed to fit in with the other kids. With just one child to raise they are willing and able to pay the price. This makes parents of only-children very attractive customers for any school.
If schools are going to cater for the micro family they need to understand the characteristics of this market segment. I am the mother of an only-child and married to a man with single-child status, so I have a keen interest in the characteristics of the only-child and their special needs. Over two decades ago I began research on this subject, interviewing parents and children from single-child families and their teachers. This lead me to conclude that the stereotypical, attention-grabbing, foot-stamping, tantrum throwing only-child is a myth. My research findings paint a profile of the only-child as self-assured, mature, knowledgeable, and one who knows how to get its own way. This derives largely from the closeness that only-children have with their parents and other adults. Generally speaking, I have found that parents of only-children raise their child thoughtfully. Teachers say that the only-child tends to show sensitivity at school. “From my experience, the only-child works hard to please their teachers and they hunger for recognition for good effort,” said Mrs Brownwood. “I find that only-children are intuitive and responsive because they are used to mixing with adults and they seem better able to respond to non-verbal cues, such as angry body language. They know when to disappear!” Mrs Brownwood notices that only-children in her class have a tendency to be peer leaders. She believes that they are self-sufficient and are used to directing their own show and getting their own way from an early age. “As young as kindergarten I see onlies skillfully manipulating the group to do what they want,” she says. Maree Avoca grew up as an only-child in a dysfunctional family. As a child she remembers that she clung to her teachers. “I’m gregarious by nature and I longed to be close to my teachers because I didn’t have anyone else. I craved their attention and approval. School provided great relief for me from the hurt of rejection I received at home.” Tuning into the needs of the only-childOnly-children are quick to point out the advantages of growing up without siblings. But parents are concerned about shortcomings that schools need to recognise and discuss when developing strategies to attract the single-child family.
Many parents are painfully aware of the stereotype of the over-indulged, self-centred brat. They know the dangers of being over-protective, or too fussy, or too wrapped up in their child. Concerns about child abductions and lack of neighbourhood spirit dictates that only-children are often confined to the indoors and tend to have an electronic ‘friend’ to wile away their leisure hours. This worries parents who often express the desire for their child to be part of an active school community with its focus on team endeavour, creative initiative, discipline and responsibility for one’s actions. So what can schools offer this niche market?It may not be necessary to change the school’s provision in any way to appeal to this market, but you will undoubtedly need to assess the needs of the only-child and empathise with this market in a sensitive way, placing emphasis on the activities and values from your wide school menu that fit the needs of this particular group.
A good place to start is to address the emotional concerns of parents about loneliness. By providing a variety of clubs and extra curricula activities that keep students busy, a school can offer a healthy way of coping with loneliness and onliness. School-initiated opportunities for the only-child to foster meaningful relationships with other students and develop a sense of belonging to a community are an attractive proposition for this target market. See “Ten Things Your School Can Offer The Only-Child” below. In terms of pastoral care and discipline, a school would do well to emphasise the school’s philosophy regarding tolerance for others, friendly competitiveness, team spirit and caring for others through service-based- activities, such as reading programs, peer support schemes and community assistance. While a generalised picture of the only-child can be helpful in understanding this niche market, it is important that a school explores the individual characteristics of each only-child and the parents’ perceived needs. For example, the idea of co-operative learning may be attractive to some only-children, but it is equally likely that onlies will prefer solitary pursuits such as computer-based activities, photography, reading and be less interested in group activities and team sports. It is up to the school to find out about each child and match the school’s features to the needs of the individual. This is the essence of good marketing. Ten Things Your School Can Offer The Only-ChildA wide range of activities such as clubs and hobbies where the only-child spends leisure time productively and meets other children and staff
About the author Dr Linda Vining was the Director of Marketing Schools Copyright applies – It is illegal to reproduce any part of this article without the permission of the Centre for Marketing Schools | Measuring Year 12 School SatisfactionFinal year students should be your best advertisement. They are your finished product – fully processed and lovingly polished. They are the most credible billboards you have, so it is valuable to know how satisfied they are with their education at your school and the word-of-mouth messages they will be broadcasting in the wider community. This case study shows how one school went about measuring Year 12 satisfaction and how it used the information.
Sometime in term three, a boys’ school I know takes time to precisely measure the satisfaction levels of its final year students before they sit for their big examinations. The data shows the school what it is doing well and it pinpoints areas for improvement. The school compares the results with previous years (longitudinal study) and examines its satisfaction scores against the national average (benchmark analysis). “From a marketing point of view, the data is priceless,” said Nadia, the school’s marketing manager. “It reveals the perceptions held by our most influential customers and it indicates what they will be saying to others when they leave.” Here is how the school goes about collecting the data and how they put the findings to work. Data collectionFor the past three years the school has used the Centre for Marketing Schools Year 12 Survey. The unique design of the questionnaire draws directly on information contained within the school’s promotional material - the prospectus, website, annual report, media promotion, directories, advertising and the information given to prospective families during school tours. The promotional messages delivered by the school are compared with the perceptions held by students who have been through the system.
The questionnaire examines how Year 12 students see the school in terms of relationships, discipline, leadership, scholarship, communication, sport, and where applicable, boarding. It questions how they see themselves at the end of their school days in terms of self-image, confidence, fitness, and preparedness to face the next stage of their lives. How strong is their sense of connectedness to the school? What word-of-mouth messages will they broadcast when they leave school? What recommendations will they make to others? The survey is designed to measure the accuracy and strength of the school’s marketing strategies and to identify areas where the school could establish a different practice to better satisfy the needs of its students. “No matter how many resources we put into promoting our image, if the students do not support the image; if they say something different in the community, our marketing will lack validity, so we need to make sure our final year students are walking the talk,” said Nadia. Obtaining accurate and honest answersAt the case-study-school there were 153 boys in Year 12 last year. 142 were available to participate in the survey and every boy returned a survey, giving a 93 percent group response which is exceptionally high for market research.
The Year 12 coordinator administered the questionnaire which was distributed and supervised in small tutor groups in school time. The survey contains a mix of multiple-choice questions and short answer responses. The language of the questionnaire, designed to appeal to 17-18 year olds, and its method of distribution and return, led to a conscientious response from each student. The average time to complete the questionnaire was 12 minutes. In its promotional discourse, the school talks about the nature and quality of its students. In marketing terms the Year 12 class is the finished product, so the students were asked how they see themselves at the end of their school life to gauge if the respondents reflect the values and strengths of the ‘typical boy’ epitomised in the promotional literature? Putting the Findings to WorkMarket research such as the Year 12 Survey offers many valuable opportunities to evaluate your customers, provide feedback for teachers and deliver quantitative outcomes for decision-making.
The five main benefits to the case-study-school were:
1. A window into the students’ minds In an age when schools recognise that senior students are influential customers, it is imperative to know what students are thinking, what they want from their education and what they will say about the school once they move into the outside world. In the case study, the survey showed that most students had a strong self-image and felt confident, fit and healthy. Most boys saw themselves as good students and regarded themselves as having good people skills. Strong friendships had been formed and the majority of boys felt they were well prepared to take the next step. (Percentage figures were supplied in the report). However, responses were not all glowing. In the free-response section students raised concerns. Some issues related to the changes introduced throughout the year that they did not like, and there were recurring comments about the student leadership program and classroom management. All in all, it was obvious from the students’ comments that they welcomed the chance to appraise the school on the eve of their departure. 2. Comparative school data It can be helpful to know how well your school is performing compared with other schools. For example, if 65% of your students say they will join the ex-students association on leaving school is that relatively brilliant, average or poor? Using comparative data from other schools of similar size and character the report can provide comparative analysis. In the case study, the responses to many questions were above average and this was a reason to celebrate good practice. But in other cases the results were below average. The school will now focus its attention on these areas of relative weakness.
3. Areas for improvement. Market research should prompt change. Ongoing research from year to year can indicate a changing pattern of perceptions which can be an effective method of evaluation to see if the improvements that have been introduced are having the desired effect. As part of the survey analysis, Centre for Marketing Schools provides a rating out of 5 that reflects the overall level of satisfaction of the group. A rating of 1 to 2 indicates a ‘very high level of satisfaction’. In the case study, the Year received a rating of 2.45 which reflected a ‘high level of satisfaction”. The year before the score was poorer and signified “satisfied but with concerns”. This had prompted the school to address the issues raised by previous respondents. To everyone’s pleasure the recent satisfaction level showed a marked improvement. There is still room to improve, and the school is working on it, aiming for an even better satisfaction rating in the next survey. 4. Information for decision-making There are no right or wrong answers in the survey, only perceptions. Recommendations to the school in the report from the Centre for Marketing Schools based on the findings of the survey, provide a professional and external opinion that can act as a catalyst for the school to question how things are being done, if needs are being satisfied, if service delivery could be better and if the outcomes are as desirable as the school would wish.
And, in a survey like this, students themselves can throw up solutions to perceived problems. In the case study, students offered suggestions on ways the school could have better met their needs, such as training in time management and organisational skills and a Year 12 common room. 5. Feedback for the school marketer A survey is one of the best ways to evaluate your marketing plan. It can tell you if the promotional message is accurate, if it being internalised and how well your customers will endorse it. You can learn about gaps in communication and identify strengths, weaknesses, opportunities and threats. And genuine testimonial statements provide material for further promotion, such as the following gem from a Year 12 boy in the survey: “People see the impact the school has had on my life and through this they see the school as a great place to educate a boy.” Nadia Stuart said the findings of the survey would change her focus. “We need to explain the school’s strategic plan to our students so that they see the benefits in the changes that are being made. And we need to give all students, not just our school leaders, the information and training they need to be articulate ambassadors. At the same time that we are projecting our school image to the outside world, we need to focus on our internal marketing,” she said. Availability of SurveysThe Year 12 Survey comes as a package that includes a questionnaire (paper or online), data entry, statistical analysis and a final report. It is affordable and easy to administer and can be applied to any English speaking school anywhere in the world. About the author Dr Linda Vining was Director and Founder of the Centre for Marketing Schools (CMS) and an international authority on school promotion and community relations. She has designed a menu of CMS Surveys. © Copyright applies – It is illegal to reproduce any part of this article without the permission of the Centre for Marketing Schools. |
Money for School Marketing?School marketing is a booming multi-million dollar industry, set to grow even further because marketers manage the most valuable asset of a school – its reputation. Marketing proclaims the achievements of students and staff, directs perceptions about its capabilities, researches customers’ expectations, discovers market opportunities and builds links with external partners. With skilful management of the school’s reputation, the school has an asset that appreciates in value over time, unlike so many other assets that depreciate. Research by the Centre for Marketing Schools (CMS) shows that schools from all sectors are preparing to spend more on marketing and include more people in the marketing process. As the competition for students, staff and resources becomes fiercer, the role of marketing is becoming a serious management function in schools. How much money is enough for school marketing?It is not easy to provide average figures on the budgets that schools are allocating to marketing. Costs are often hidden, and many schools don’t really know what they spend on marketing. Others are reluctant to disclose an amount.
My research indicates that a conservative marketing budget for a high-fee paying private school is $300,00 plus a year, not including salary costs. This amounts to about $250 per student. A low-fee paying school will spend on average $40,000 a year, which equates to approximately $50 a student. Non-fee paying schools are also finding funds to devote to school marketing. A small state school with which I worked last year invested $1,000 of parent-raised money to increase community awareness. This investment of $3 per student was sufficient to develop a highly successful campaign. As a result, the school is planning to triple its marketing expenditure this year. The principal of a public school in Sydney’s inner west has negotiated with his school council to allocate 25 percent of any fundraising venture to marketing. Schools that operate quite sophisticated marketing programs often downplay their marketing budget. For example, the principal of a large high school in Western Australia with a roll of 1,400 students is quoted as saying that the school allocates only ‘a small allowance to marketing’. However, when he outlined his marketing strategies he mentioned 25 scholarships to the value of $250 each which are awarded annually. The school also produces a high quality website which was developed by a commercial company. If these costs alone are attributed to a marketing budget (as they are in some schools) the figure would be in excess of $15,000 per annum. Budget figures aside, this principal strongly believes in the value of marketing. Ten years ago his school was attracting only 4 out of 10 students from local feeder schools. Today, that number is 8 out of 10 and he says that without a vigorous marketing plan there is every likelihood the school would be a shadow of what it is now. At your school, what costs are attributed to marketing? Is this realistic? (See the sample marketing budget below). Statistics from the business world tell us that succcessful small businesses typically invest between 5% and 10% of their total income on marketing. What percentage of annual income does your school spend on marketing? Prepare a school marketing budgetA marketing budget fits into an overall marketing plan.
Short-term financial planning refers to the expenditure for the year ahead. Long-term planning looks to projects beyond the immediate needs and may include costs such as market research, a new prospectus in a few years time, a website and more staff in the marketing office. Your marketing budget is a roadmap of what it is possible to achieve given your resources. You will need a clear picture of where you want to go. To do this you need to : Define the school’s image objectives Decide strategies to accomplish them Outline the actions necessary to execute the strategies Estimate the cost of performing each action Below is a hypothetical yearly budget for a school marketing department. It is a broad guideline only. Not every action is needed every year, costs will vary enormously, and different schools will select different actions depending on their objectives and resources. In the planning stage, estimate as accurately as you can the cost of an action by getting several quotes. As each action is completed, record the actual cost. This will guide you when preparing your budget for the following year. It is far more effective to spread your budget over the year rather than blow it all in one go. A steady profile will maintain your presence in the marketplace. Make sure you include a professional development component in your budget. Marketing is changing in schools and you need to be challenged and stimulated by what others are doing. When Glenda Mackey, principal of a Catholic primary school, undertook the Diploma in School Marketing she went away full of vigour saying, “The course made me conscious of the great opportunities for marketing in my school that can occur each day, and yet before this I did not seize these magical moments. All has changed now!!!” Marketing in a school can be an isolated position so make sure you allow funding in your budget for staff growth and the exchange of ideas. Staffing costs It is difficult to put a staffing cost into the equation where the principal, executive staff, the school secretary or a parent performs marketing functions. Some schools rely on a committee of volunteers. However, a salary survey by CMS this year indicates that where a school employs a professional marketer the annual salary is likely to start at $50,000. As marketing in schools becomes more businesslike the number of dedicated staff are rising. In the salary survey it was not uncommon for private schools to have several people in their marketing departments, usually a mix of full-time and part-time staff who specialise in publications, event management, media relations, business partnerships, alumni relations and admissions. When the NSW Department of Education and Training advertised for a director of public affairs the salary ranged up to $152,000 - an indication of the value placed on public sector school marketing. Slimming the school marketing budget A big marketing budget spent badly may not be as effective as a small budget spent with flair and imagination. To earn credibility, marketing must stay within its means and on budget. This often calls for creativity and flexibility. For example, if you are targeting career mothers with your message and you discover you cannot afford to reach all career women in Australia, then redefine the target. Try career women in NSW. Now your target is a much more affordable size. Still too expensive? Try career women in ‘Beautiful Hills’. Good ideas need not be expensive, as Judy Robinson, Principal of Richmond Hill State School at Charters Towers in Queensland illustrates. She has an imaginative way to reach prospective parents at school functions. When the school has a fete or open day and the parents come out with their prams and strollers, the teachers tie a helium-filled balloon with a soft ribbon to the wrist/pram of all the littlies at the function. Attached to the ribbon is a small school brochure. The children have the balloon to play with and they always ask mum to tell them what the brochure says. Parents have the ‘advertising’ to read while they watch the children playing. For just $250 Judy bought 500 balloons in the school colours of purple and yellow, had them printed with the school’s name and crest, purchased ribbon, helium gas and had brochures printed. Generate your own kitty for your marketing activities. When Marist College Ashgrove in Queensland developed its “Marist Family Business Directory” it raised $17,000. A business directory is a great PR exercise that connects members of a school community, while it raises funds from advertising and sponsorship. If you have some volunteer helpers a business directory makes an excellent project. Stretch your school marketing dollar There are a multitude of ways to add value to your marketing budget without spending more. Some suggestions are below: Plan your advertising on a yearly calendar. For example, you may want to promote your open day in March, a career market in May, a parent seminar in July and scholarships in October. Contact the media at the beginning of the year to negotiate a discount rate based on repeat advertising. Check out radio and cinema advertising which can offer inexpensive alternatives to print advertising. Always send an article and photograph with your advertising copy. If your article gets printed you have doubled the value of your marketing dollar. Be aware of parents’ occupations. If you need a banner to announce a coming event, or any other items, ask a parent in the trade to supply it at cost price. Good planning will ensure you give parents plenty of notice. Good PR will ensure you recognise their contribution. Invest in a professional designer for your corporate logo and letterhead. Get the designs on computer and then do your printing in-house. Offer local businesses advertising space in your publications to defray the cost of production. How to get more money for school marketingIf you think your budget is too lean, you will need to geberate some income for the marketing office or convince the money managers – the principal, financial controller, bursar, school board, parent association etc - to invest more in marketing. It may sound impossible, but with the right approach it can be done. Here are some tips to increase your budget.
1. Show what marketing can deliver Demonstrate a clear link between marketing strategies and the objectives of the school. For example, if the school aspires to be a leader in vocational education (an image objective) you may plan a range of marketing strategies to develop external relations and build partnerships with industry. The actions may be a business breakfast and a series of meetings. The smart marketer will pre-plan ways to capture and present the data needed to demonstrate the link between marketing and successful outcomes for the school and its students. 2. Speak in businesslike terms Do not put all your energy into operational procedures, such as proofreading, designing brochures and mail outs. Consider the business side of marketing. The language of business is rational with a strong focus on return on investment. Concentrate on the big picture. Know what your competitors are doing. Do a comparative analysis to estimate how much other schools (particularly your competitors) are spending on marketing. Gain a global perspective by joining the free online school marketers network 3. Get quantitative Don’t talk in generalizations using anecdotal feedback. Collect hard data to back your claims of the success of your marketing initiatives. Your Open Day provides a good example. At the end of the event you should have quantitative answers to the following questions. How much was spent on advertising to attract a crowd? Where did people hear about the Open Day? How many visitors came through the gate? How many were prospective families? How many prospectuses/information sheets were handed out? How much did this cost? How many prospective families were followed up with a phone call? What responses were received? How many people enrolled on the spot? How many prospective families booked an interview?
Pour all these figures into an enrolment funnel (see diagram on page 2) to determine your conversion rate and to see how effective your marketing strategies were. Present the information in a report. If you cannot provide answers to these questions you have missed a vital opportunity to impress the money managers and put your case for more resources. 4. Put your facilities to work Do you have facilites that could generate income in non-school hours and during school holidays, if they were hired out to suitable members of the community? This may include a swimming pool, a hall, playing fields and classooms. 5. Analyse your wins and losses Professional marketers regularly assess, measure and review the results that their marketing plans are delivering. Use your budget to collate information on your wins and loses over the past 12 months. How many opportunities did you pursue? How many did you win, and how many did you loose? How much did you spend on each opportunity? (You may only be able to provide an estimate as it can be difficult to apportion every dollar to every opportunity). If you had a budget increase how would it impact on the return to the school in terms of growth in enrolments, higher interest in the school and support from external partners. If you cannot get this information then agitate until you can, as it is vital data that will tell the school how its investment in marketing is paying off. A financial analysis alone will not provide all the answers, but it will be an excellent pointer to help you analyse where your marketing plan is hitting the mark and where it is not. Most importantly, in terms of seeking increased resources, you will be seen to be managing costs effectively and to be accountable for the money you control. About the author Dr Linda Vining was Director and Founder of the Centre for Marketing Schools (CMS). © Copyright applies – It is illegal to email this article to anyone else or to reproduce any part of it without the permission of the Centre for Marketing Schools. | PR at the Parent/Teacher MeetingPhillip and Peggy Thomas run their own business. When the date for their son’s teacher/parent evening was announced they reorganised their busy schedules to suit the school’s times.
When they arrived for the interview the classroom teacher greeted them still dressed in his football gear. He apologised for his dishevelled appearance saying he had just come from a sport’s coaching session. As the parents discussed their concerns the teacher undertook to address each problem. He promised to send home a curriculum outline, discuss a worry with the maths teacher and alert the principal to a family tragedy. Then, as the parents were leaving, the teacher said, “Now could you just jot down all the things I said I’d do and send me a note tomorrow. I’ve promised so many things to so many parents, I don’t remember who wants what!” What reaction do you think these professional people had to this encounter? What message was the teacher sending to his most important customers? As these parents walked away, the image they took was far from positive. To gain professional status and respect teachers have to be their own best advertisements. Their words and actions must leave parents assured that their child is in competent hands and that the service the school provides is professional and personal. Professional staff appearanceTeaching staff carry the ability in their hands to show the school as a quality operation ... or not. Parents form impressions and absorb much of their information through their eyes. Dress is part of the public measure of professional standards. Good grooming and attention to clothing says a lot about your attitude to your job and your customers.
Customer languageAll professions have their own complex language. Education is loaded with technical terms that most non-teachers don’t understand. It is important to talk to parents in appropriate language. Just think how much you appreciate the accountant or lawyer who uses words you can comprehend.
The best communication is a two-way dialogue, so involve parents in the conversation by asking them questions and their opinion. Allow time to respond. Use the parents’ names often to personalise your contact. With so many complicated family patterns, it’s hard to keep track of relationships so have name labels for everyone. When the interview is over shake hands in farewell. Do not have coffee cups on the desk. A parent/teacher meeting is a professional consultation in work time, not a casual chat. Body languageSmart operators are aware of body language. Look parents in the eye as they approach, don’t dive into your mark book straight away. Look interested in them and start the conversation with a smile and a complimentary comment about their child.
Satisfy school parents’ needSWhen the Centre for Marketing Schools conducted focus group interviews with parents about parent/teacher meetings the parents said that they would get more from interviews if teachers were more aware of parents’ needs. See “The Parents’ Plea”.
THE SCHOOL PARENTS’ PLEA Relax me by starting with the good news about my child. Assure me that my child is well known to you. Don’t hassle me with the pressure of time. Allocate time to talk. Relate to me as an individual with individual needs - for example, a busy working mother, a parent with a large family, a single parent. Seek to understand my child by asking me things about myself and our family. Remember, it was a long time ago that I attended school. Explain why “we do things this way nowadays.” Explain things to me in language I can understand, not buzz words. Show me examples to illustrate the progress of my child. Suggest realistic things I can do at home to help my child. Be efficientA professional operator always has a writing pad to jot down notes. Think of the methods of other professionals. The last time my accountant talked to me he jotted down three pages of notes!
My dentist impressed me when he recalled a toothache I had twelve months previously. Both realised the need to build professional confidence. Record concerns and complaints that need further action. Write down your promises. Before you conclude the meeting, determine if there is more service you can offer. For example, you may offer to send home an article on a subject you discussed. Use public relations to strengthen each contact you have. With good notes as a guide you will impress parents at your next parent/teacher meeting when you recall exactly what was said. As a parting professional gesture hand the parents your school business card and invite them to contact you if they have a concern. You may be willing to add your home telephone number. Promise only what you can deliverWhatever you promise make sure you deliver. Strong relationships are based on trust. Parents want to trust teachers and look up to them. They want to rely on your words and your promises.
The day after a parent/teacher meeting attend to your commitments as a top priority. If further action is needed, keep your parents informed of your progress on their behalf. Responsive communication is good public relations. Guard your conversationsMost teacher/parent relationships are fragile. They can change rapidly. Your customer’s perception can improve or decline depending on what they hear. Make no mistake; everything that a parent hears has an impact.
Measure, monitor and think about everything you say to a parent and make sure it will stand the test of the grapevine. Know what NOT to say. For example, never discuss another child at a parent/teacher interview (even best friends) or another teacher’s relationship with a child, or the shortcomings of others. Always support your school, your colleagues and your profession. If you have a personal problem or a gripe, keep that information in the right place; and that is not your customer’s ear. Walk in the parents’ shoesEvery encounter with a parent either builds a positive image or detracts from it. Painfully, I hear and read criticisms about teacher/parent meetings whenever I survey parents.
Angela Neighbours described the repeated disappointment she and her husband experienced at parent/teacher meetings when she wrote, “We find that we often come away with a poor impression of a skilled profession who has put a great deal of thought into classroom practice, but not into the presentation of data gathered about their students.” At one teacher parent evening I attended, the school organised a dinner to follow the formalities, hence the parent grapevine was running hot. Negative parent perceptions abounded. And as parents pulled out their note pads to quote the exact words of teachers, it was clear that the teachers had provided ammunition for the parents to shoot them down. For example at my table, I heard that: The geography teacher confessed to some parents that the reason students in his class had not received any assignments last term was because the classes were so disorganised and so large that he could not manage them! One teacher told horrified parents during their meeting that he had given the students an assignment because Open Day was coming up and the walls of the room needed decoration! A teacher told his students on the afternoon prior to the parent/teacher meeting that he had 36 families to see in two hours that evening so, “tell your parents to be quick so that I can get home tonight!” Teachers could not produce a brief written outline of the year’s work and succinctly outline what their child was expected to know. A mother was in tears because not one teacher she spoke to had been told that her son had contracted a severe illness that had turned him from an A-level student into a lethargic, absent-minded under-achiever. Although the mother had provided letters from professors on her son’s condition and had specifically asked the principal to inform the teachers, not one teacher at the parent/teacher meeting was aware of her son’s condition and special needs. Following the interviews she decided to withdraw her son from this school! No doubt, the teachers at this school thought that they were being friendly and chatty with parents by confiding their personal feelings and discussing the school’s shortcomings. They had no idea how their comments were being interpreted, how their words were being recorded, and how their personal image and the school’s reputation was being undermined by their own admissions of poor professional practice. This feedback serves to illustrate how vital it is that staff receive training in community relations. Teachers have to work consciously at maintaining customer loyalty and building public confidence. Add value to the basicsParents crave information about school and how they can help advance their child’s learning, so teachers need to be prepared with a selection of handouts for appropriate distribution, for example, essay writing guides, time management tips, extended reading lists, course outlines, assessment guidelines etc.
A teacher’s preparation for the meeting should include a thorough review of each student’s work record and identification of strengths and weaknesses. Prepare your showroom for a polished performanceHow would you feel if you visited a computer showroom that was stuffy and messy with broken bits of product lying around, dirty mugs on the tables and a salesperson who looked a dag and never stopped talking at you? No doubt you would face a psychological hurdle to doing business with this person.
When selling the education product and profession, the classroom is the teacher’s showroom. Before a parent/teacher interview set up your showroom for a polished performance in the following ways: Create an ambience that puts people in a receptive mood by decorating the walls with your students’ best work and scattering some workbooks about for browsers. Fill the boards and screens with impressive material, arrange the furniture, put up direction signs, turn on all the lights, open the windows and add some flowers or greenery. Tidy up electrical cables and give the computers a clean. Provide plenty of seats in clusters so people can chat in small groups. Set up the school video in a quiet corner. Arrange for perfectly attired senior students to circulate and serve tea, coffee and very nice biscuits. Play the host and give your school a professional and welcoming feel. Treat your parents as VIPs for the evening. For many of them it may be a rare night out and most will have made special arrangements for childcare, so make it a worthwhile pleasure to attend. Be aware that a parent/teacher meeting can be a highly charged emotional experience for parents, so an intimate space for interpersonal closeness is needed. Noise is a distraction and the thought of other parents hovering nearby, catching a word from a private conversation, is off-putting. It would never happen in a surgery or a law firm. Emulate the practice of the respected (and highly paid) professions. As your parents approach you, stand up and move towards them with a smile and an outstretched hand. Shake the hands of both parents – no sexism at your school. In a courteous manner, invite parents to sit down. Similarly, as parents are leaving, stand to farewell and shake hands. Good public relations is many little things done well and it adds up to a positive impression at every level. Strengthen your Parent Teacher partnershipParents like to think of themselves as doing the right thing and that they are intelligent and competent. They want to be treated as individuals with individual needs. They feel good interacting with people who help them maintain this positive image of themselves and their child. If you show parents how to get the best from the school, how to contact teachers and how to resolve problems, you will be building stronger relationships - and that’s what PR is all about.
About the author Dr Linda Vining was Director and Founder of the Centre for Marketing Schools (CMS). For other marketing strategies see Linda’s book PURPLE POWER for memorable school marketing. © Copyright applies – It is illegal to email this article to anyone else or to reproduce any part of it without the permission of the Centre for Marketing Schools. |
PR for School Office StaffWhen the Centre for Marketing School conducted a customer service workshop for office staff, the course broke a drought. Many participants had not received professional development for years, some said never!
For the receptionist at a Catholic College in Canberra, it was the first time in fourteen years that she had been to a training course. “I feel refreshed, I can’t wait to get back to school to implement all these new ideas,” she said. Other office staff spoke of the affirmation they received that they were worthwhile and their job was important to the school. All participants spoke of the encouragement and tips they got from interacting with people in similar positions and talking about issues that mattered. Schools are beginning to realise that good front line service is a key differentiating factor in a competitive marketplace. On the other hand, poor customer service can undermine a school’s promotional efforts. The first contact at your schoolWhen Marcia Orbost was contemplating a change of school for her daughter, she telephoned a school in response to their Open Day advertisement.
The school had invested heavily in promoting the event, but the receptionist who answered the phone blew it in two minutes. When the mother asked for details about the Open Day, the receptionist was uninformed and she made no attempt to find the answers. After a curt, unresponsive conversation, the prospective parent decided that if this was the treatment parents received, she wouldn’t bother attending the Open Day. You can talk about a caring, friendly school in your prospectus, advertisements and newsletters, but if your school does not live up to the rhetoric at the first point of contact, it has wasted its resources. Good service cannot be achieved by simply hanging a mission statement on the wall. Office staff need to understand the powerful market forces that are impacting on schools and the changing ways in which school’s relate to their customers. They need training in customer service, handling complaints, telephone techniques and time management. The changing nature of the school customer “An important public relations function is to give people the feeling that you really want to help them. If you greet a person the minute they walk through the door and if you answer the phone with a willing smile in your voice, you send a message that the school is a friendly, people-centred place,” says Heather Ridenski, the front-line face at Richmond High School.
When the Centre for School Marketing conducted market research on the indicators used by parents to judge customer service in the school office, the following favourable pointers were most commonly identified: Appearance of the person and the environment around them. Recognition on arrival (a nod, use of name). Facial expression (a smile). Body language (looking the person in the eye). Knowledge of the school. How well the secretary listens to the customer. Willingness to help the customer. A jack of all trades In speaking with office staff at my courses they point out that they are usually the lowest paid members of the school. They comment that other members of the school do not seem to appreciate the enormous demands placed upon them and the important PR role they play. Apart from typing and receptionist work, there is a large element of welfare work associated with the office. Sick children, worried parents and angry customers come into the province of the office. The last time I rang the administrative officer at Coogee South Public School, she was dealing with an epidemic of chicken pox. “Calling parents when their child is sick or there has been an accident can be a delicate PR job,” she said. “You don’t want to alarm a parent but at the same time you have to insist that they are needed at the school, no matter how busy they are elsewhere. When they arrive to collect their child you need to be caring and concerned. It is moments like these that build lasting impressions in the minds of your parents.” The school secretary from the International Grammar School describes the job as one of competing demands. “You have to be a jack of all trades; a receptionist, a typist, a counsellor, a go between when customers are critical, a cushion to absorb the shocks, and sometimes, a scapegoat when things go wrong,” she said.
“Good manners are important, so is sensitivity and discretion. If you know your customers by name it sends the message that each family is important.” The telephone as a school marketing toolMany school conversations are conducted on the telephone which is a powerful public relations tool.
Within minutes of starting a conversation a caller begins to measure the quality of a school. The words used to greet the caller, the efficiency applied to transfers, even the background music, creates an impression. The rules for answering a business phone are simple, yet I find in my dealings with schools that many offices fail this basic image test. The most elementary requirements are: Greet the caller (“Good morning”) State the name of the school (“Richmond High School”) Introduce yourself by name (“Heather Ridenski speaking”) A survey of callers contacting different school offices showed that 80% of callers are mothers; ringing about absence, making appointments, airing complaints or seeking information. The admin officer from Coogee South Public School is a marvel at recognising a voice on the phone. Her warm personalised greeting gets every conversation off to a good start. Instinctively she knows that mothers are the primary decision makers about school matters, so they are very important customers, not a nuisance. “Keep a mother assured and satisfied and everything else falls into place,” she advises. Examine your own officeOffice staff often lament the fact that they never get out of their “front box” and they do not receive the information they need to do their job properly.
Cross knowledge is extremely important for front line people. Examine your own school. How is information shared? Is cross communication encouraged? Do office staff and teaching staff share the school’s common room so they can talk together? Are office staff invited to planning meetings so they know what’s happening in the school. If the receptionist in the example above had been involved in the planning for Open Day she would have been equipped to answer enquiries. Does the school secretary/office manager know the school inside out? When was the last time she visited the classroom or attended a school function? Does she understand how the accounts department works, the development department, the enrolment office? Is time allocated for such instruction? Are office staff encouraged and shown appreciation for the valuable role they play as image makers for the school? Is the school prepared to invest in professional development for office staff? To be genuine and effective at public relations, a customer culture must permeate the entire school. All members must all pull together. Each person is an image ambassador with a public relations role to play. About the author Dr Linda Vining was Director and Founder of the Centre for Marketing Schools (CMS). For other marketing strategies see Linda’s book PURPLE POWER for memorable school marketing. © Copyright applies – It is illegal to email this article to anyone else or to reproduce any part of it without the permission of the Centre for Marketing Schools. |
