ࡱ> Y[VWX` ~bjbj 4t&,DDDX<`<`<`8t` a|Xvdd"dddf:Wfkf  $hf-Dhe"fhh-DDdd1Bnnnh6DdDdnhnnbۢ$DDdd @^<*<`jV\ X0U7lDwff^nYgLgBwfwfwf--m^wfwfwfhhhhXXXX<`XXX<`XXXDDDDDD Marketing 101 An LJC Guide  Table of Contents I. Want to Try Our Delicious Spinach Salad? 1 II. The 100 Percent Fallacy: Redefining the Potential Market 2 III. The Marketscope Study 3 IV. Recommendations 4 V. Devising Your Own Marketing Strategy 7 VI. Resources (Appended Documents) 8 I. WANT TO TRY OUR DELICIOUS SPINACH SALAD? Year in and year out, the question most asked of the ICD staff by coordinators and LJC members is: How can we market our program better? Through trial-and-error and the sharing of best practices, the local sites have done an excellent job of establishing a core marketing strategy. This consists of marketing innovations familiar to most coordinators and LJC members: open houses, learning advocates, direct mailings, posters, websites, and newsletters. All of these marketing tactics are aimed at making Steelworkers aware of the educational opportunities available through the learning centers. Despite a decade-long track record of getting Steelworkers to sign up for classes, the question persists: How can we market our program better? The first step toward answering this question is understanding our potential customers. For illustrative purposes, lets think of our Career Development Program (CDP) as a recipe for spinach salad. Its a good recipe, savory and healthy. Everyone who tries it tells us how much they love it. Some people even come back for second helpings. We think every Steelworker should try our salad. But there are plenty of meat and potatoes Steelworkers out there who will never give our salad a second glance. Knowing what we do about our potential customers, should we be asking how can we get more Steelworkers to try our salad? From a pure marketing standpoint, the answer is no. We should probably offer hamburgers and chocolate sundaes instead. But were in the salad business. Our entire inventory consists of leafy greens and salad fixings. So our mission is to learn as much about Steelworkers as possible to determine what could induce them to try our salad. Marketing is identifying needs and producing products or services to satisfy demands. Were already meeting the demands of salad lovers, so our focus shifts to those who dont view themselves as salad eaters. What are their needs? Maybe we sell them on the healthy living angle or throw in a steak if they try a salad. Youre never going to get everyone to try the salad, so you concentrate on those who are most likely to try a salad. Marketing is identifying those people and then telling them how our salad can fulfill a need they have, or a need they may not even realize they have. II. THE 100 PERCENT FALLACY: REDEFINING THE POTENTIAL MARKET A good philosophical entry point into our marketing discussion is the size of the potential market. We know that education, like salad, is a good thing. And were pretty flexible about accommodating Steelworkers needs. Our classes are designed with adult learners in mind; theyre conveniently located, scheduled around shifts and teach a wide variety of skills. So it seems that ANYONE would be a good candidate for enrollment. We end up with the lofty goal of trying to get everyone to take a class. Against that impossible ideal, everything will fall short of the mark. What we need is an alternative definition of the potential market at each site. In other words, how many Steelworkers are, in fact, likely to consider enrolling in a class? That doesnt mean we stop trying to reach as many people as possible. But it does mean that we readjust our expectations and set realistic goals. Section V at the end of this packet is designed to help LJCs develop a marketing plan based on specific goals. So instead of making a nebulous declaration that we will enroll as many people as possible, the LJCs can begin to do some targeted marketing. For example, an LJC could make it a goal to identify 15 Steelworkers who will retire within the next five years and personally contact each one and ask them if theyve thought about what they will do when they leave the mill or mine. Once this reasonable goal is achieved, we can move on to another attainable goal. Setting the goals and making a plan is where marketing comes in. Heres an-oversimplified definition of marketing: If a young man tells his date how handsome, smart and successful he is thats advertising. If someone else tells the young woman how handsome, smart and successful her date is thats public relations. If a young man tells his date shes intelligent, looks lovely and is a great conversationalist, hes saying the right things to the right person and thats marketing. Saying the right thing to the right person: If we thoroughly understand Steelworkers attitudes toward education and their perceptions of our program, then we can tweak our offerings and our outreach to make sure were telling them what they need to hear to give learning a chance. We wanted to approach the marketing conundrum from a fresh perspective, so we decided to conduct a study of Steelworkers at four sites to get a better sense of how they feel about the program. Specifically, we wanted to get survey responses from people who have never enrolled in a class to make sure we hadnt overlooked some major obstacle. We turned to Marketscope, a Chicago-based market research firm, for help. III. THE MARKETSCOPE STUDY During the summer months of 2002, Marketscope mailed surveys to 5,000 Steelworkers at four representative sites to find out the barriers to participation and to gauge attitudes toward the structure and the format of the existing program. The study was funded through a grant acquired from the U.S. Department of Labor. Nearly 10 percent of the surveys were filled out. There were no earth-shattering conclusions, and the study confirmed most of the widely held beliefs about what prevents Steelworkers from participating. More importantly, the responses helped shape the recommendations to overcome the most commonly cited barriers to participation. A selection of relevant results follows. The actual survey questions and responses are attached in Appendix A. For a copy of the entire report, contact your Program Specialist. SUMMARY OF KEY FINDINGS Workers (both participants and non-participants) rated CDP classes, services and staff in a significantly favorable manner. Workers gender, race, age, educational level, marital status, years in the steel industry and job division, were all not significantly related to CDP participation. Enjoying oneself, gaining self-confidence, keeping mentally active and being distracted from personal problems are significantly less motivating reasons for taking a class for non-participants than for participants. This suggests that non-participants are less likely to be motivated to take classes for emotional or psychological reasons than participants. Non-participants do not tend to report possible programmatic barriers (e.g., enrollment difficulties) as stopping them from participating in classes. Compared to all other job positions, maintenance workers were significantly more likely to be CDP participants. Compared to all other job positions, production/operations workers were significantly less likely to be CDP participants. CDP participants tend to view class scheduling, and the time and effort involved in education, significantly more favorably than do non-participants. However, workers in production/operations job positions do not view time and scheduling issues concerning CDP classes in a significantly different manner than do workers in other job positions. This suggests that the significantly smaller participation rates among production workers compared to other workers may not be due to time or scheduling issues. IV. RECOMMENDATIONS Following are seven recommendations to increase participation among non-participants. Some of these ideas were generated at the ICD National Conference in June 2002. Some may reflect strategies already used at your site. Diversify the formats of the CDPs' educational offerings to accommodate non-participant Steelworkers very real time constraints, and also to match more closely the way many adults prefer to learn. What exactly is necessary will require creative attention by each site. The following list presents possibilities for non-classroom or non-course educational offerings a number of which may already be available. The possibilities are legion, although as we have seen from the survey results (responses to Question 3), all are not equal. Each CDP site would have to determine which formats would be most effective in attracting the non-participating Steelworkers at their mine or mill. Tutors on demand Seminars on weekends Learning buddies Brown bag lunch clinics Just-in-time individual tutor training in which Steelworkers would brush up on their skills ostensibly in preparation to tutor their own children or in the community Rental computers and individualized mentors or small group support to Steelworkers wanting to take classes on-line Lending library for audio, video, CD-ROM On-line tutorials and clinics; TelSim, etc. On-line chat rooms Apprenticeship days or weekends Tastes of sessions Short-term reading or doing groups; clubs Real-life low-tech internships or hands-on learning experiences Micro classes; bite-sized learning (duration) Special projects (e.g., USS POSCO Album a yearbook project by employees) Family oriented classes Community Classroom build structures for common good; learn as you go (e.g. Burns Harbor Observatory) Pizza or movie nights tied to class offering. View every single Steelworker as a sales prospect and track him/her as you would a prospect. From a marketers perspective, the CDPs have the incredible advantage of knowing exactly who their potential audience is. The target market is so small and self-contained that it doesnt make sense to keep treating non-participants as an undifferentiated mass market. Consider a method (even a shoebox and index cards) of keeping track of non-participants, their interests and an assessment of whether they are qualified prospects. While every Steelworker, in theory, is a prospect for participation, not every Steelworker is likely enough to buy. Conserve your sales energy by targeting those most likely to participate. Intensify informal conversations with non-participating Steelworkers In reviewing previous CDP research studies, it became clear that research conversations with non-participants have the fortunate consequence of stimulating a respondents interest in the program. While Marketscope does not recommend market research as a sales strategy, this outcome does suggest that ongoing, informal conversations with non-participants are a powerful technique. The more frequently site coordinators, LJC members and learning advocates pro-actively seek out non-participants and ask them individually (either in person or on the phone) about their interests, the more likely theyll convert to participants. Which leads us to . . . Develop structured word-of-mouth channels at each site. Every site should have a conscious, structured word-of-mouth strategy. Many sites make use of learning advocates. We realize not all sites have learning advocates, nor do all sites have equal access to the shop floor. Where possible, make use of the existing union structure to provide timely information about program. Or simply get people in every area of the mill to commit to spreading the word when asked. Asking participants to scare up a few friends to fill up a class is another example of this strategy. The LJCs may consider employing the following techniques for implementing more structured word-of-mouth channels. T-shirts with a message, Ask me. At-gate selling Presentations at new employee orientation Where authorized, talk to people on shop floor at work Share personal experiences at group/union meetings Extend personal invitations When attending Steelworker gatherings, site coordinators and LJC members might find the appended document, Practical Applications: Encouraging Openness to New Ideas, helpful as the basis for scripts for conversations with individuals. Ensure that all marketing communications engage prospects and answer whats in it for me? for intended recipients. All marketing communications, written and verbal, should include marketing messages that will immediately engage the Steelworker prospects attention. The messages must speak to their concerns and answer their questions, often unspoken but always present, about how they will benefit from participation. Refer to Appendix D, The Seven Cs of Effective Communication, for more detail on crafting the right message for the right audience. We offer these top of mind sample messages the sites might use to address the familiar obstacles to participation drawn from the open-ended responses to Question 7: Why do you think others dont take classes through the Career Development Program? (See Appendix A). Sample messages No time: Number of hours worked, family obligations, other commitmentsUse your scarce time efficiently at the CDP.Shift work: Unpredictable hours, shifts themselves, want over-timeYou will find us more than willing to customize a learning experience that works with your variable schedule.No interest: People are lazy, dont want to improve self, already have a good career, no rational reason, denial about possible unemployment, no goals, not helpful for advancement at the millIn todays economic environment, you have to be ready to start a new career.The classes: Wrong topics, no college credits, no CDL class, not hands-on, inconvenient schedules in general and for those working shifts, location (people dont want to stay at the mill), length of course, spouses cant attendYou tell us what you want; well do our best to make sure you get it.Distance: Live too far away from the millYou dont have to come in to the Center for a course to take advantage of our offerings.Fear or dislike: Dont want to go back to school, no confidenceThis isnt school the way you might remember it. At the CDP, you learn what you want to learn, when and how you want to learn itit wont hurt a bit.Others opinions: Not supported by managementYou owe it to yourself to take advantage of this benefit your union negotiated for you.Dont know enough about classes: Dont recognize value, dont know whats being offered.Comparison shop. You cant beat the price or the content. Include success stories in all marketing communications Individuals success stories are a very powerful component of any marketing communication. Unlike testimonials which attest to the quality of the product (and do have value), success stories bring home how the product can make a difference in the prospects life (I used to be a 120 pound weakling . . .). Including success stories in all written and verbal marketing may just inspire some non-participants (even those who have previously considered and rejected CDP offerings) to plunge in, especially if the subject of the story is a person just like him or her. For example, a new hire who didnt think the CDP had anything to offer someone who had just landed such a great job. Consider making career counseling services available to Steelworkers who want them. Contemporary career counseling has evolved away from a focus on long-term career goals toward an emphasis on transferable skills and short term (three to five year) objectives. Rather than asking a person to commit to career goals and encouraging a career guide to "convince" and promise to "secure their future," career development theory currently underscores the critical importance of personal self-assessment.The counselor's task is to facilitate the Steelworkers self-awareness. The counselor helps the Steelworker verbalize his or her interests and values and subsequently develop (and market) the skills necessary to secure employment in a position, industry, and organization which is compatible, including existing employers. As a group, CDPs have three target audiences that might find career counseling services a way to encourage participation: New Steelworkers who are at the beginning of a career they have recently chosen and believe will be relatively secure, at least for the immediate future; Steelworkers who are anticipating a layoff; and Steelworkers who are preparing for a second career after retirement. Displaced workers who are still eligible for CDP services are another clearly possible target market for career advising services. V. DEVISING YOUR MARKETING STRATEGY Here is an approach to devising a 12-month marketing plan: Identify members of the marketing team. We recommend the LJC, the coordinator, learning advocates and the ICD Program Specialist assigned to your site work together to devise the plan. Identify the characteristics of your site according to a reasonable number of salient variables. For example, the economic strength of the company, the historic participation rate, the geographic location of the learning center, both in relationship to the plant and other mills and mines, and the predominant age and/or career stage of the Steelworkers. Some analysis of the database may be required. Put it in writing. The marketing plan need be no more than a page long. Starting with the goal of a targeted increase in participation rate (based on the potential market as defined above), it will include site-specific strategies to achieve that goal (such as changes in educational offerings), and tactics (such as implementing a marketing activity at least once a month). A master list of possible marketing activities may be compiled from the promotional strategies listed in Section III of this report and from the Laundry List (Appendix C) attached to this report. Agree on what ICD will do to support the site in accomplishing the marketing plan. Rely on the ICD for help. Check our website and newsletter for ideas. Attend Resource Building Workshops and the national conference to share and learn best practices from around the country. ICD will contact sites once a month to find out how things are going and to fine-tune what ICD can do for support. As your site develops new offerings in response to issues highlighted by this project, it will be especially important to try to get non-participating Steelworkers to take another look at the new CDP! Of all the challenges in marketing, changing entrenched perceptions is the one that requires extra effort. Steelworkers who once looked at the CDP and were not interested, or could not attend due to schedules, need a focused push to motivate them to look again. Those who are implementing the marketing efforts at the sites will need to be patient but untiringly persistent in pushing a steady stream of promotional information through the mills informal and formal communication systems. Marketing is a journey, not a destination. Its not an end, but the means to an end. The ends are the outcomes spelled out in the marketing goals and objectives. Assessing the effectiveness of the strategy is the step that leads us back to the question, How can we market our program better? VI. RESOURCES Appendix A: Selected Item Response Means and Frequency Percentages 9 Appendix B: Practical Applications: Encouraging Openness to New Ideas 13 Appendix C: A Laundry List of Promotional Activities 14 Appendix D: The Seven Cs of Effective Communication 15 Appendix A Selected Item Response Means And Frequency Percentages For Career Development Program Participants (P), Non-Participants (NP), and Total Sample (TS) July 2002 Sites surveyed 4* Surveys mailed 5000 Responses 471 Response rate 9.4% *National Midwest, Bethlehem Steelton, USS Fairfield, USS Edgar Thomson QuestionPercentHave you ever taken classes through the CDP? Yes79%No21% QuestionMean NPPTSThis item was to be completed only by non-participants. Using the number scale below, please write how much you agree or disagree with the following statements about the Career Development Program. 1----------------------2----------------------3-----------------------4-----------------------5-----------------------6 Strongly Disagree Slightly Slightly Agree Strongly Disagree Disagree Agree AgreeI am confident that I would do well in CDP classes.5.1I believe I have the necessary skills to take a CDP class.5.1I feel confident that I would be able to keep up in CDP classes.5.0I can imagine myself taking a CDP class in the future.5.0I know how to contact the CDP.5.0I have thought about taking a class through the CDP4.9I am sure that the CDP will keep my participation confidential. 4.6I know what to expect from the CDP classes.4.4Taking CDP classes fits with the kind of person I am.4.2I could make time for CDP classes.4.1I was interested in taking a class but it was too much of a hassle to get started.2.5I think that CDP classes will be difficult.2.5I tried to take a CDP class but it was full.2.3I think that CDP classes will be formal and boring.2.2I think I am too old to take CDP classes.1.9 Write-in Question 7: Why do you think others dont participate?Several themes emerged with overwhelming consistency. In some cases, they contradict the responses received from non-participants in Question 6 of the survey (previous page). This contradiction can be traced to the fact that Question 7 asked respondents to speculate about why others, not they, themselves, do not attend classes. There was no clear difference in the responses received from participants and from non-participants (approximately 70 of the 95 surveys received from non-participants contained responses to Question 7), with the possible exception that participants tended to give fuller answers. The themes, roughly in descending order of frequency, were: No time: Number of hours worked, family obligations, other commitmentsShift work: Unpredictable hours, shifts themselves, want over-timeNo interest: People are lazy, dont want to improve self, already have a good career, no rational reason, denial about possible unemployment, stupidity, no goals, not helpful for advancement at the millThe classes: Wrong topics, no college credits, no CDL class, not hands-on, inconvenient schedules in general and for those working shifts, location (people dont want to stay at the mill), length of course, spouses cant attendDistance: Live too far away from the millFear or dislike: Dont want to go back to school, no confidenceOthers opinions: Not supported by managementDont know enough about classes: Dont recognize value, dont know whats being offered QuestionMean NPPTS3. Using the number scale below, please write how much the following reasons would make you think about taking classes in the Career Development Program. 1-----------------------------2---------------------------3-----------------------------4------------------------------5 Not at all Slightly Moderately Quite a bit ExtremelyTo learn a new skill in case Im laid off.4.14.04.0To enjoy myself.3.13.93.7To advance my career. .3.53.63.6To stay competitive in the workforce.3.63.63.6To receive some kind of certification.3.53.53.5To learn how to prepare for retirement.3.63.43.5To feel more capable and confident.3.13.53.5To keep my mind active and not be bored.2.93.63.4To brush up on skills (for example, math)3.53.43.4To start a new career.3.43.33.3To prepare for career advancement tests. 3.33.23.2To help me in my personal life (for example, helping my kids do homework).3.13.23.2To give back to the community.2.82.82.8To make others, like my family, proud of me.2.62.72.7To meet new people.2.32.52.5To get my mind off my personal problems.1.72.02.0Other.2.53.03.0 QuestionPercentNPPTSHow did you find out about the CDP?Co-worker32%26%27%Flyer / mailing43%42%42%Poster11%15%14%Open House7%12%11%Other6%5%6%I dont know what the CDP is.1%<1%<1% QuestionPercent NPPTS8. Please tell us a few things about yourself. (Demographics) Educationless than high school2%<1%1%high school diploma 27%18%20%high school equivalency (GED)2%4%4%trade / vocational school18%17%17%some college (less than 2 years)37%37%37%two-year college (associates)6.5%15%13%four-year college (bachelors)6.5%7%7%graduate school1%2%1%What kind of job position do you have?Maintenance25%45%40%Production / Operations61%32%38%Quality Control2%4%4%Business / Planning0%2%2%Clerical3%7%6%Finance / Accounting2%3%3%Other7%7%7% Appendix B Practical Applications: Encouraging Openness to New Ideas By Dorothy Aaron, B.A., M.Ed. Candidate From "Facilitating Openness to Learning" Final paper for Basic Processes in Facilitating Adult Learning, 2002 Ontario Institute for Studies in Education, University of Toronto Start from where they are now. Acknowledge/affirm current views and practices. Find out whom/what they do trust. Appreciate their efforts, even (especially) when imperfect. Find ways to make them feel relevant, important, especially when not exhibiting closed mindedness or obsessive behavior. Help them create a vision of their purpose in life. Find out what does matter to them beyond themselves. Name/acknowledge their fears (e.g. powerlessness) and resistance. Help them see/experience that theres enough for everyone, and that collaboration yields more than competition. Make the new idea seem safe/non-threatening: Pose it as a question, invitation, or (non-threatening/fun) challenge Tell about it in a (personal) story Show how its worked for/helped others (like them) Make it relevant to their own lives; a tangible benefit Make it relevant to what does matter to them Use trusted people as spokesmen Build on current views/practices Help them visualize a best case scenario Help them get a realistic sense of the worst that could happen Use humor to get past resistance Use familiar imagery: language, sounds, color, graphics Keep it brief; repeat it often over time, in different ways Appendix C Strategic Outreach Study: Taking Charge of ICD Participation A LAUNDRY LIST OF PROMOTIONAL ACTIVITIES Prepared by: Marketscope Advertising [Note: for CDPs, advertising is not synonymous with paid placement] print media: flyers, newsletters, newspapers, local magazines (inserts, display and classified ads) electronic media: e-mail newsletters, listservs, sponsored chatrooms, website, local radio and television, sample audio and video tapes outdoor media: billboards, benches, trucks Personal Selling (includes Word of Mouth) informal conversations sales calls: personal, telephone soliciting referrals and introductions Publicity and Public Relations articles: publishing, reprinting Boards (volunteer and other) business environment (appearance of physical plant) conferences, meetings and seminars (organizing, attending, speaking at) entertaining gifts and greeting cards letters to the editor memberships: professional, community service open houses networking personal image public appearances at union and mill events: speeches, interviews, special events Sales Promotion brochures and product descriptions contests and sweepstakes coupons corporate identity package: business cards, stationery, signage direct mail campaigns displays in the CDP learning centers exhibits information: articles, newsletters, pamphlets and books signage: at the CDPs, directions and maps specialty premiums sponsorships Appendix D The Seven Cs of Effective Communication From Effective Public Relations Scott Cutlip, Allen Center, Glen Broom (Prentice Hall, 2000), pp. 424-425 Credibility. Communication starts with a climate of belief. This climate is built by performance on the part of the institution, reflecting an earnest desire to serve stakeholders. Receivers must have confidence in the sender and high regard for the sources competence on the subject. Context. Communications must square with the realities of the environment. Content. The message must have meaning for receivers and it must be compatible with their value system. It must have relevance to the receivers situation. In general people select those items of information that promise them the greatest rewards. The content determines the audience. Clarity. The message must be put in simple terms. Words must mean the same to the receivers as to the sender. Complex issues must be compressed into themes, slogans or stereotypes that have simplicity and clarity. The farther a message has to travel the simpler it must be. Continuity and consistency. Communication is an unending process. It requires repetition to achieve penetration. Repetition with variation contributes to both learning and persuasion. The story must be consistent. Channels. Established channels of communication should be used; channels that receivers use and respect. Creating new ones can be difficult, time-consuming and expensive. Selective channels are called for in reaching target publics. Capability of the audience. Communications are most effective when they require the least effort on the part of the receivers. This involves factors of availability, habits, reading ability and prior knowledge.  Scott Cutlip, Allen Center, Glen Broom, Effective Public Relations (Prentice Hall, 2000), 7  S.H. Simmons, author humorist, from the Web  Total sample includes both respondents who reported themselves as CDP participants or non-participants and those who did not respond to the participant/non-participant item.  Bolded values signify that the participant/non-participant difference is statistically significant (p less than .05) or approaches statistical significance (p less than .10).     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