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Title: Advancing Mission, Message, Marketing and Management NAIS ANNUAL CONFERENCE March 4, 2000 Presented


1
Advancing Mission, Message, Marketing and
Management NAIS ANNUAL CONFERENCE March 4,
2000Presented ByChristina Drouin, Director of
Institutional Marketing Saint Andrews School,
Boca Raton, FLScott Looney, Director of
Admission Financial AidCranbrook Schools,
Bloomfield Hills, MI
2
Outline
  • Section 1 - Introduction to Social Marketing
  • a. Marketing Defined and Differentiated
  • b. Social Marketing
  • c. Principle of Exchange
  • d. Marketings Nine Components
  • Section 2 - Example Project Cranbrooks Message
    Development
  • Research
  • Marketing Audit
  • SWOT
  • Message Development
  • Section 3 - Selecting the Marketing Project
  • Section 4 - Setting Marketing Objectives
  • Section 5 - Targeting
  • Section 6 - Strategies
  • Section 7 - Special Promotional Tools
  • Section 8 - The Marketing Plan
  • Section 9 - Marketing at Work at Your Institution
  • Housekeeping
  • Please ask questions along the way, sometimes we
    may
  • put them in The Parking Lot and get to them
    later.
  • Confidentialityplease share openlythen keep it
    in this room.
  • You dont need to take a lot of notes, on your
    diskette are
  • this PowerPoint presentation
  • a Word document outlining in greater detail the
    process of developing your institutional
    marketing plan
  • an article about demographic trends and
    projections.

Acknowledgments This presentation has been
prepared with admiration and reognition for the
groundbreaking early work of Robert Rubright and
Dan McDonald in the marketing of not for profits
in the 1970s and in particular their book
entitled "Marketing Health and Human Services,"
which has been instrumental in the formation of
my marketing methodology over the years and a
touchstone for both wisdom and inspiration.
3
What is Marketing?
4
Section 1 - Introduction to Social Marketing
  • Marketing Defined and Differentiated
  • Marketing is not communications, public
    relations, publicity, promotion, advertising, or
    sales. Marketing is not long range planning.
  • Marketing is a systematic approach to planning
    the benefits to offer a distinct target market in
    order to elicit the support or resource the
    organization desires in return. That makes it a
    planned system of achieving objectives.
  • Marketing is community-oriented and views the
    organization as being an integral part of the
    changing environment. It focuses on bi-lateral
    communication and exchanges.
  • Marketings arrival on the scene poses questions
    for the traditional practice of public relations
    in not-for-profit institutions.

5
Section 1 - Introduction to Social Marketing
  • Public Relations
  • Primarily reflects the problems and concerns
    of management, not the publics that are related
    to the organization. Public relations
    concentrates on publications and news.
  • Marketing
  • Includes these tools of promotion in a wider
    circle that brings in testing, planning,
    research, targeting, strategies, and much
    consultation among the organization and its
    community of relationships.

6
Section 1 - Introduction to Social Marketing
  • Some of your organization's questions about
    marketing may include the following
  • 1. Won't marketing create an overwhelming demand
    for our services?
  • 2. Will marketing change the relationship
    between our organization and clients, our
    contributors, our various constituencies?
  • 3. Is marketing ethical in an educational
    institution?
  • 4. Is marketing cost-effective?
  • 5. Are there other by-products of marketing
    besides the successful implementation of a
    specific objective?
  • 6. How big does a school have to be to adopt a
    marketing approach?
  • 7. What staff capabilities do we need to
    undertake marketing?

7
Section 1 - Introduction to Social Marketing
  • The goal of social marketing is a changed
    life. Consider the following quotations
  • Social marketing is the design, implementation,
    and control of programs seeking to increase the
    acceptability of a social idea, cause, or
    practice in a target group(s).
  • The art of marketing is the art of brand
    building. If you are not a brand, you are a
    commodity. Then price is everything and the
    low-cost producer is the only winner.
  • -- Philip Kotler, Professor of Marketing,
  • Kellogg School of Management
  • Northwestern University

8
Section 1 - Introduction to Social Marketing
  • The Concept of Exchange
  • Exchange is the foundation of all marketing
    theory and good marketing practice. It means that
    the institution or organization and its
    constituents have nearly equal benefits to bestow
    on one another.
  • How exchanges are developed and managed is
    critical to successful marketing programs.
  • The ability to identify what the mode and method
    of exchange with potential targets should be what
    distinguishes the marketer from the public
    relations counterpart and from the ordinary sales
    campaign.

9
Section 1 - Introduction to Social Marketing
  • The Concept of Exchange
  • There are four exchange concepts
  • The product concept assumes customers will
    respond favorably to the offering, and therefore
    believes little marketing is needed.
  • The selling concept believes customers will not
    buy enough unless they are reached with
    substantial selling and promotional efforts.
  • The marketing concept believes the main task is
    to determine what a target groups needs, wants
    and values are and to adapt the whole
    organization to delivering the desired
    satisfactions.
  • The social marketing concept says that consumer
    satisfaction and long- run consumer and public
    welfare are the keys to meeting organizational
    objectives.

10
Feedback Loop - Year 1
Survey 1
Alumni
Cranbrook
Anonymous Survey 1 Response
Feedback about survey results
11
Feedback Loop -Year 2
Progress report since last survey
Survey 2
Alumni
Cranbrook
Anonymous Survey 2 Response
Feedback about survey results
Strategic Plans from survey 2, and progress on
items from survey 1
12
Feedback Loop - Year 3
Progress report since last survey
Non-anonymous survey 3
Alumni
Non-anonymous Survey 3 Response
Cranbrook
Feedback about survey results
Strategic Plans from previous surveys, progress
on items from survey 1 2
Targeted fundraising based on specific alumni
response, ...planned giving, etc
13
Feedback Loop - Year 4 (Cycle begins again)
Progress report since last survey
Repeat Anonymous survey 1
Alumni
Cranbrook
Anonymous Survey 1 Response
Longitudinal Feedback about survey
Strategic Plans, and the giving opportunities
which they represent, from previous surveys
Fund raising appeals specific to alumni response
launched in significant ways
14
Section 1 - Introduction to Social Marketing
  • Questions
  • 1. Which of these exchange concepts guides your
    institution? Is it the most productive of the
    choices?
  • 2. List the features of one of your key
    services. Turn the features into benefits.
  • 3. Develop a list of exchange opportunities for
    one of your key services. Use the following grid
    as a guide.
  • Target Market Why Selected Exchanges

15
Section 1 - Social Marketing System
  • Marketings Nine Components
  • 1. Research
  • Needs assessment, polling, process interviews,
    process competition surveys, internal and
    external surveys and environmental factors
  • 2. Internal Marketing Audit
  • Examination of current services and how they
    are developed, delivered and promoted how
    and how well the institution serves the needs
    and wants of target markets
  • 3. Identification and Selection of Marketing
    Projects
  • 4. Setting Marketing Objectives
  • 5. Targeting
  • 6. Selecting Marketing Strategies
  • 7. Creating Special Promotional Tools
  • 8. Making Internal Adjustments
  • 9. Evaluation/Recycling

Steps in the preliminary marketing process
The Plan
Dont Start Here!
16
Audience Survey
  • What are the three most important things to know
    about your school?
  • If you could only say one thing about your
    school, what would that be?
  • Would most of the other constituencies in your
    school chose the same one message you chose?

17
Why Cranbrook Needed a Message
18
Overview of Cranbrook
  • Cranbrook Schools
  • Brookside Lower School (506 students, grades
    PK-5th)
  • Cranbrook Kingswood Middle School (324 students,
    grades 6 through 8 -- separate gender specific
    programs)
  • Cranbrook Kingswood Upper School (751 students,
    grades 9 through 12, day and boarding)
  • TOTAL ENROLLMENT K - 12 1,581
  • Cranbrook Academy of Art
  • A graduate school for the fine arts with 150
    students
  • Rated 3 in US for Fine arts graduate programs by
    US News and World
  • Cranbrook Museum Library of Art
  • Cranbrook Institute of Science
  • second largest science museum in E. Michigan,
    over 300,000 visitors per year
  • recently completed a 27 million renovation and
    expansion
  • Cranbrook House and Gardens

19
Mission Statement
  • Cranbrook Schools are independent, day and
    boarding, college preparatory schools. They seek
    to prepare young men and women from diverse
    backgrounds to develop intellectually, morally
    and physically to move into higher education
    with competence and confidence and to appreciate
    the arts. The Schools also strive to instill in
    their students a strong sense of social
    responsibility and the ability to contribute in
    an increasingly complex world.

20
Mission Statement
  • Cranbrook Schools are independent1, day and
    boarding, college preparatory2 schools. They
    seek to prepare young men and women from diverse
    backgrounds3 to develop intellectually4, morally5
    and physically6 to move into higher education
    with competence7 and confidence8 and to
    appreciate the arts9. The Schools also strive to
    instill in their students a strong sense of
    social responsibility11 and the ability to
    contribute in an increasingly complex world12.

21
Mission is not Message
  • Cranbrook Schools mission statement did not
    adequately state what made the school unique and
    was too broadly defined to be effective.
  • Dont confuse mission with identity. Mission
    statements tend to be about being intellectually
    rigorous, responsive, caring, energetic and
    ethical. These statements reflect the wish
    rather than the reality. The reality is that
    schools already have an identity.

Carol Cheney From Managing Institutional
Identity The Next Marketing Handbook for
Independent Schools NAIS, 1994
22
Administrative Team Survey
  • 1) What are/is Cranbrook Schools?
  • 2) What three main points would you suggest we
    use to promote Cranbrook Schools to the outside
    world?
  • 3) Is/Are Cranbrook Schools one school with many
    divisions or a collection of several schools?

23
What are/is Cranbrook Schools?(30 different
answers from 15 administrators)
  • Intellectual growth
  • Emotional growth
  • An Island of Culture
  • Unique and Unequalled
  • Independent
  • Divisions
  • Nurturing
  • Leadership Development
  • Creative
  • Multi-Dimensional
  • Private
  • Fulfilling Developmental Needs
  • Boarding and Day Students
  • Curiosity
  • Character development
  • Understanding Society and the World
  • Stunning setting
  • History/Tradition
  • Community
  • Artistic Development
  • Moral Development
  • Encourage Risk Taking
  • Instill Love of Learning
  • Respect of Others
  • K - 12th grades
  • Diverse
  • Ever-changing
  • Nationally recognized
  • Competitive
  • Complex Organization

24
What three main points would you suggest we use
to promote Cranbrook Schools to the outside
world? (37 different answers from 15
administrators)
  • Excellence (9)
  • Diversity (5)
  • Aesthetic/Artistic (4)
  • Remarkable Campus (4)
  • Rigorous College Prep (3)
  • Moral/Character Development (2)
  • Diverse Opportunities (2)
  • Nurturing Teachers (2)
  • Self expression options
  • Passionately involved
  • Inclusive (non elitist)
  • Cohesive Community
  • Independent Learning
  • Respect for all members of society
  • Boarding School
  • Traditions
  • Technology
  • Leadership Development
  • Whole Child focus
  • Internationalism

25
Is/Are Cranbrook Schools one school with many
divisions or a collection of several schools?
  • All but two members of the administrative team
    said that Cranbrook Schools was one school with
    many divisions.
  • However, one administrator said Cranbrook was
    five schools, one said it was three.
  • The administrative team could not agree about how
    many divisions were found at Cranbrook. They were
    split between 3, 4 and 5 divisions.
  • If Cranbrook Schools is one school then...

26
why are the Title and Mission Statement plural?
  • Mission Statement
  • Cranbrook Schools are independent, day and
    boarding, college preparatory schools. They seek
    to prepare young men and women from diverse
    backgrounds to develop intellectually, morally
    and physically to move into higher education
    with competence and confidence and to appreciate
    the arts. The Schools also strive to instill in
    their students a strong sense of social
    responsibility and the ability to contribute in
    an increasingly complex world.

27
The Need for a Simple Message
  • While every good school has myriad successes
    and areas of strength, to craft an external
    institutional image Cranbrook should consistently
    broadcast the same few messages in nearly every
    external communication. These messages should be
    sent out loudly and clearly. Over time, and with
    significant repetition, we will begin to hear our
    external constituencies attach these few points
    to Cranbrooks name like a slogan. At that point,
    the battle is nearly won. Clarity of message and
    repetition is essential.
  • 1996 Admission and
    Marketing Plan for Cranbrook Schools

28
  • Schools that do not consistently project their
    identity are vulnerable to incomplete and
    conflicting images, rumor, myth and lack of
    visibility.

Carol Cheney From Managing Institutional
Identity The Next Marketing Handbook for
Independent Schools NAIS, 1994
29
Creation of the Message Task Force (MTF)
30
Strategic Plan
  • The Head of School with the Long Range Planning
    committee of the Board launched a strategic
    planning process
  • The MTF was given their official charge as a
    function of the strategic plan development

31
The Charge
  • Policy Goal By 2004, Cranbrook Schools will have
    in place a clear, concise and effective external
    message that will be used to communicate its core
    values, unique qualities and commitment to
    individual excellence.
  • Rationales
  • Effective marketing of the Schools message will
    increase giving, improve student quality,
    enrollment and retention, and increase
    volunteerism.
  • Effectively communicating the quality and
    character of Cranbrook Schools will enhance
    college admissions.
  • Action Strategies
  • Develop an external message and test its impact.
  • Create a coordinated set of marketing materials.
  • Create a process of coordination among areas with
    external outreach.
  • Establish and review mechanisms for the
    dissemination of the message.
  • Director of Admission will monitor adherence to
    the established message.

32
MTF Membership
  • Director of Admission Financial Aid (Committee
    Chair)
  • Director of Schools (ex Officio)
  • Head of Lower School
  • Business Manager
  • Director of Technology
  • Public Relations Manager - Schools
  • Director of Summer Programs
  • Director of Multicultural Programs
  • Director of Development
  • Associate Director of Development (Alumni
    Affairs)
  • Associate Director of Athletics
  • Board Member (Chair of Schools subcommittee, past
    parent)
  • Board Member (Head of Mothers Council, current
    parent)
  • Board Member (current parent)

33
Message Development Process
  • Communications Audit
  • Identifying what messages (if any) that are being
    sent in the various publications mailed from the
    school.
  • Discovery - Market Research (External) (Ideally
    on the front end)
  • Learning about the existing perceptions of our
    constituents
  • Holding up the Mirror (Internal) -Identifying the
    schools...
  • 1) ...competitive marketing advantages
  • 2) ...competitive marketing disadvantages
  • 3) ...market realities
  • Winnowing down the possible message points
  • Identifying Leverage (what matters) Perception
    points
  • Develop several concept positioning statements
  • Test concept positioning statements on various
    constituencies
  • Adopt an external message
  • Develop a communication plan (dissemination)
  • Develop a maintenance plan

34
Marketing Audit
  • Considerations
  • Documents
  • Constituencies of the Organization
  • Services
  • Competition
  • Management Functions
  • Promotional Tools
  • New Business Mechanisms
  • Cost, Tuition and Fees

35
Marketing Audit
  • SAMPLE Internal Marketing Audit
  • Documents
  • Mission statement
  • Charter
  • Short range or long range master plan
  • Publicity or public relations plan
  • Marketing plans for individual projects
  • Organizational goals and objectives
  • Marketing objectives

36
Marketing Audit
  • Constituencies of the Organization
  • List in priority order main publics, groups,
    targets, markets, or constituents
  • Specify how your school communicates with each
    group
  • Specify how each group communicates its needs to
    your school
  • Estimate the attitude of each key public or
    market to your school
  • List those surveyed, polled or sampled in the
    past two years and how results were used
  • What publics or markets do you want to know more
    about? List those with which there are known
    barriers to communication
  • List referral sources
  • How do you get feedback? Are you satisfied with
    your feedback system? How is feedback used?

37
Marketing Audit
  • Services
  • List your programs/services
  • Does each reflect the purpose of the institution
    as stated in the mission?
  • Any new programs/services started in the past
    five years? If yes, how are they being accepted?
  • Have any failed?
  • Which programs or services bring the most
    revenue?
  • Which bring the least?
  • Which are the most popular?
  • Which are least understood?

38
Marketing Audit
  • Competition
  • List including size and type of school,
    governance, programs/services, service area,
    tuition/fees
  • Describe the one institution thought to be the
    chief competitor
  • How do you learn about the competition?

39
Marketing Audit
  • Management Functions
  • Do you have an official spokesperson? Alternate
    spokesperson?
  • Public relations director?
  • Marketing director?
  • Board public relations committee?
  • Board marketing committee?
  • Head of School sympathetic to marketing?
  • Has the board discussed marketing?

40
Marketing Audit
  • Promotional Tools
  • Written media relations policy?
  • Basic brochure that explains most of the
    programs/services?
  • Internal newsletter? Which publics receive it?
  • External publication or newsletter? Which publics
    receive?
  • Electronic marketing? (e-marketingwebsite)
  • Which publics or markets generally do not receive
    your external publication?
  • Direct mail operation? For fund raising? For
    information distribution?
  • Regular media release program?
  • Clipping service?
  • Radio PSAs? Which benefits are highlighted?
  • TV PSAs? Which benefits are highlighted?
  • Videotape? Which target groups view? Does the
    video reflect the needs of the target groups or
    the wishes of the organization?

41
Marketing Audit
  • Promotional Tools (Continued)
  • Annual report? To which publics is it directed?
    Are any representatives of any public or market
    consulted while preparing the annual report?
  • Speakers bureau? Serving which target markets?
    With what main messages?
  • Print advertising? To which markets? Which
    benefits of the institution are mentioned? Do the
    ads bring in inquiries? How do you know? How many
    in the past 12 months?
  • Community seminars, lectures, symposia?
  • What are the general themes or directions of
    media releases? Student achievements, new
    personnel, new services, new equipment, revised
    policies and procedures, announcements of special
    events, donor recognition, classroom activities,
    feature stories, photo opportunities?
  • How do you determine how well your purposes,
    objectives, problems, mission and news
    distribution policy are understood by the news
    media?

42
Marketing Audit
  • New Business Mechanisms
  • How does the institution acquire enrollment
    inquiries for its various programs/services?
  • How does the institution interface with the
    business and corporate community? the foundation
    community?
  • How does the institution acquire donors for its
    various giving opportunities?
  • How does the institution interface with members
    of its constituencies who do not support the
    institution?
  • How does the institution acquire volunteers?

43
Marketing Audit
  • Costs, Tuition and Fees of the Organization
  • Compared to similar institutions, are your
    institution's charges the same, higher, lower?
    How about psychic costs?
  • How do you characterize family attitudes toward
    tuition structure? (acceptable, unacceptable, no
    feelings either way?) Toward the annual fund?
  • How do you communicate the main points of tuition
    and fees to key publics and markets?
  • How do you communicate the main points of fund
    raising programs and activities to key markets
    and publics?
  • How often in the past two years have you raised
    tuition and fees? How was this increase, if any,
    communicated?

44
Communications Audit
  • Review nearly all printed and word processed
    standard external communication
  • Two pileswith or without message
  • Review for consistency of message

45
Research
  • I. External Environment
  • A. Geodemographics
  • B. National Population Projections
  • C. Trends in Education
  • II. External Environment The Private
    Independent School Sector
  • III. The Competition

46
Research
  • Environment
  • I. External Environment
  • A. Geodemographics
  • National Population Trends
  • State Population Trend - Florida
  • Geographic Mobility
  • School Enrollment
  • Educational Attainment
  • Households and Families
  • Marital Status and Living Arrangements
  • Child Care Arrangements
  • Labor Force and Occupation
  • Money Income
  • The Black Population
  • The Hispanic Population
  • The Asian Pacific Islander Population

47
Research
  • Environment
  • I. External Environment
  • B. National Population Projections
  • Projections illustrate possible courses of
    growth
  • The US population is growing larger
  • The US population growth rate is slowing
  • The US population will be older than it is now
  • The US Hispanic population is becoming more
    diverse by race and origin
  • C. Trends in Education
  • National
  • US Dept. of Educations Initiative 2000
  • State and Local
  • Socio-Cultural
  • US Department of Educations Family Involvement
    Partnership for Learning
  • Technology
  • Technology Tools for Transforming Teaching
    and Learning -- A Background Paper for the
    Goals 2000 Satellite Town Meeting, October
    19, 1993

48
Research
  • Environment
  • II. External Environment The Private
    Independent School Sector
  • 1. Industry Demographics
  • 2. Legal
  • 3. Financial
  • 4. Demographic and Psychographic Profile
  • 5. International Market Profile and Trends
  • 6. Multicultural Markets
  • 7. Independent vs. Private Schools
  • 8. Industry SWOT
  • 9. Traditional Primary Market Segments

49
Research
  • Environment
  • III. The Competition
  • Name, address, date opened, nature of business
  • Chairman/CEO names and backgrounds/volunteer
    Board members
  • Names/titles/immediate past positions of key
    administrative staff
  • Licenses, certifications?
  • Where are students being recruited from? Your
    own service area, a new service area? A
    combination?
  • What programs are offered?
  • Do any programs differ from your own? If yes,
    how?
  • Any points of differentiation that help it
    attract students?
  • What are the costs and charges in comparison
    with yours?
  • Socioeconomic, psychic advantages the competitor
    has over your org.
  • What disadvantages does the competitor face in
    the community?
  • What are the competitor's main marketing
    targets?
  • List the competitor's marketing tools and how
    they are used

50
Research
  • Questions
  • 1. Who is top of mind in your primary trading
    area?
  • 2. If you are not competing on price, what other
    attributes are you competing on? (access service
    quality reputation location staff
    accessibility, depth, attitudes, experience,
    expertise promotional tools admission
    policies)?
  • 3. What challenges does a competitor face from
    your school/organization? From other competitors
    in the area?
  • 4. If your competitor were to make a major
    marketing change in the next several months, to
    which markets or targets would your rival shift?
  • 5. What does your institution need to do to
    protect itself from existing or new competition,
    both immediately and long range?

51
Cranbrook Schools Enrollment 1988 - 1998
vs.Gross Domestic Product in 1992 constant
dollars andvs. Population of School Age
Children in the U.S.
Recession Low Population
School Age Children Population and GDP indexed
to same range as Cranbrook Enrollment
52
Average and Median Household Incomes for
Cranbrooks Top Ten Day Student Communities vs.
Michigan and U.S. norms.
53
Resources on the Net
  • Type demographics (your city name) in any
    internet search engine (Yahoo, Altavista,
    Netscape, Explorer, etc) and you will see a host
    of sites that offer limited free demographic
    reports. Some of the best are
  • United States Census Bureau homepage
    (www.census.gov) the entire census is available
    and easy to navigate with clickable states and
    county maps.
  • The Right Site - Easy Analytic Software
    homepage. (www.easidemographics.com) offers up to
    10 free customized reports.
  • American Demographics Webpage (http//www.demogra
    phic.com) many of their great articles are
    available.
  • USAData homepage (www.usadata.com) offers free
    demographic reports on over 100 major metro
    areas.
  • Premier Insights homepage (www.premierinsights.com
    ) offers free demographic reports by fax of a 1.5
    mile radius of any major road intersection.
  • Information Decision Systems homepage,
    (www.infods.com)
  • American City Business Journal homepage,
    (www.amcity.com/journals/demographics)

54
Market Research Techniques
  • There were three phases of research
  • 1) Discovery External survey and interviews
  • 2) Hold up the Mirror - MTF winnowing
    process
  • 3) Leverage perception concept testing
  • Series of one-on-one interviews with prospective
    students in the inquiry pool, prospective
    parents, current parents, past parents,
    alumni-potential donors, IECA consultants,
    faculty and administrators.
  • Telephone surveying of distance, hard to gather
    constituents, boarding candidates and distant
    alumni.
  • Approximately 150 different people were
    interviewed in person or over the phone

55
Discovery Research Results
  • Positives
  • Unmatched campus with unique college like
    atmosphere
  • Prestigious (if not the highest level) general
    reputation
  • Very high level (if not the highest) academics
  • Championship hockey programs
  • Generous financial aid
  • Midwestern through and through
  • Major step up from public schools (resources /
    personal attention)
  • Well choreographed communications
  • Negatives
  • Wrong location for competing with private school
    perceived as the best (N. E.)
  • Insufficient name recognition to compete
    nationally
  • Dominant Day population
  • Too costly
  • Financial Aid is complicated
  • Application is complicated
  • Follow up is poor after acceptance
  • Too high an Asian population

56
S.W.O.T.
  • Strengths, Weaknesses, Opportunities and Threats
  • This systematic approach to learning about
    internal operations, coupled with a study of the
    external environment, gives the marketer a clear
    picture of the strengths and weaknesses inside
    the institution, and opportunities and threats
    outside the institution (SWOT). SWOT yields a
    balance sheet of assets and liabilities.
  • Questions
  • In your opinion, what are your institutions
    strengths and weaknesses?
  • What are the external opportunities and threats?
  • Would senior administration have a similar view?
  • Would primary internal user markets agree?
  • Primary external target markets agree?

57
S.W.O.T.
  • Strengths, Weaknesses, Opportunities and Threats
  • At any given moment, every organization is at
    risk from at least one of the following marketing
    risk situations. This marketing risk situation is
    often the point of origin of marketing projects.
  • Decline
  • Static
  • Inadequate growth in market share
  • Sudden change
  • Maintenance
  • New product introduction
  • Unusual action or inaction by the competition

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Holding Up the Mirror
  • Identify Cranbrooks competitive market
    advantages
  • Identify Cranbrooks competitive market
    disadvantages
  • Review the market realities, external factors
    which would effect the message.

59
Competitive Advantages
  • Create independent thinkers
  • Profound aesthetic acculturation
  • Nurture the individual
  • Breadth of offerings
  • Kind/Caring environment
  • Free standing Science building
  • Opportunities for self expression
  • Inspire self confidence
  • Internationalism
  • Superior education
  • Offerings of CEC
  • Focus on whole student
  • Pervasive quality
  • A.P. results
  • Balance in academics, art and athletics
  • Build leaders
  • Create critical thinkers
  • New swim pool
  • Amazing campus
  • Reward risk taking
  • Build character
  • Safe haven for intelligent risks
  • Promote diversity
  • Boarding program
  • Gender specific education
  • Stability of Faculty
  • Small class size

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Competitive Disadvantages
  • Cost vs. worthvery expensive
  • Too large
  • Too complex
  • Perceived as elitist, just a school for rich kids
  • Convoluted growth history of Cranbrook schools
  • Too many different arms of CEC marketing
  • Less structure and no formal dress leads to the
    perception that Cranbrook is less academic
  • Some facilities undersized for current student
    numbers
  • Some deferred maintenance still a problem
  • Perhaps perceived as Art school only

61
External Factors(Threats and Opportunities)
  • Stability of the economy
  • Financial Aid changes in colleges
  • Baby Boom echo demography
  • Technology
  • Charter Schools
  • Ineffective Public Schools
  • The growth of the greater Cranbrook Educational
    Community
  • Tuition and affordability
  • Open enrollment in public schools
  • Vouchers
  • More heterogeneous population
  • Continued wait-lists
  • Better image of schools administration

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Winnowing the Message Points
  • Held a series of meetings to prioritize each of
    the advantages and disadvantages.
  • Prioritized by rating each point in terms of
  • 1) Importance (to include in the message)
  • 2) Performance (how well Cranbrook already
    gets this point out to the world)
  • Narrow the list of possible message points down
    to five or lessideally one.

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High
Nurture
Tolerance
Cost/Worth
Thinkers
Opportunities
Successes
Buffet
Importance
Elitism
Aesthetic
Emerging Opportunities
Overkills
Poor Facilities
Low
High
Performance
65
MTF Final Recommendations
  • Develop/Nurture the Individual Build confidence
    in students. Support individual development.
    Fostering independence. Create thoughtful
    students. Students tend to become composed and
    self-confident.
  • Creative, Critical and Independent Thinkers
    Challenge minds. Avoid rote learning. Teach
    imagination. Independence and creativity is seen
    in nearly every aspect of program.
  • Accepting/Kind/Tolerant Community People at
    Cranbrook are unusually open minded, tolerant of
    differences in opinion, background, thought,
    approach. The unusual is accepted. Not just a
    place for wealthy students. Particularly
    thoughtful people.
  • Buffet of offerings Cranbrook schools has a
    myriad of choices and opportunities, and students
    can pursue things to great depth. Can easily
    support both the Math genius and the great
    painter, musician, etc. Help to develop in
    students a wide range of skills and interests.
    Required to participate. We help to create active
    kidsdoers.
  • Aesthetic Acculturation Students who spend time
    at Cranbrook cannot help but learn an
    appreciation of art, nature, beauty, history,
    architecture, etcThis culturally and
    aesthetically enriched environment seems to have
    a profound effect on our alumni, faculty, parents
    and students.

66
Testing the Message
  • The message must be, not only an accurate
    reflection of the school, but also something that
    resonates with each of the critical Cranbrook
    Schools constituencies.
  • The ultimate goal is finding a single
    description which is both appealing and
    convincing to our markets. By testing the ideas
    first, we will have a much better chance of
    success with whatever positioning strategy we
    choose.

Mark Edwards
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  • Cranbrook. The only college preparatory approach
    that is single sex when it should be and coed
    when it can be.
  • Pursuing an education at Cranbrook is like
    growing up in a large family. In the early years
    from kindergarten to fifth grade, boys and girl
    play and learn together, free from the gender
    concerns they will inevitably grow into. As they
    approach puberty, classes are sequestered on
    separate campuses boys with boys, girls with
    girls. Experience shows that this is the best
    way to encourage concentration on curriculum.
    Later as they inevitably grow out of the turmoil
    of early adolescence, we bring the sexes back
    together in coed classes in ninth grade --
    (although we still keep the boys and girls
    separate in ninth and tenth grade humanity
    classes) to prepare them for coed college
    experience.
  • Cranbrook. The only college preparatory approach
    that is single sex when it should be and coed
    when it can be.

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  • Cranbrook. Where nurturing creativity is the key
    to the learning process.
  • Cranbrook is a 300 acre work of art, with
    grounds and buildings honored by the Register of
    National Historic Landmarks. And from the
    beginning, Cranbrook has been unique in the way
    we use the arts from the earliest age to
    encourage creative, critical and independent
    thinking. The Cranbrook faculty is committed to
    tapping into the students creativity as a
    powerful means of developing the disciplines that
    will be required in college. Cranbrook is a
    family of schools from pre-kindergarten through
    Graduate programs in the Fine Arts that offers
    the broadest possible range of academic, artistic
    and athletic options.
  • Cranbrook. Where nurturing creativity is the key
    to the learning process.

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  • Cranbrook. We believe that in todays
    competitive environment, preparation for college
    should be comprehensive and challenging.
  • Cranbrook is more than a school. Cranbrook is a
    family of schools - prekindergarten, middle and
    upper - offering a uniquely comprehensive college
    preparatory education. At every level youll
    find a superb teaching and learning community
    that cherishes and challenges the individual,
    that encourages creative, critical and
    independent thinking, that offers the broadest
    possible range of study, artistic and athletic
    options. With college admission as important and
    as challenging as it is, your child should have
    the most comprehensive, most challenging
    preparation possible.
  • Cranbrook. We believe that in todays
    competitive environment, preparation for college
    should be comprehensive and challenging.

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Message Development Process
  • Communications Audit
  • Discovery - External Market Research
  • Holding up the Mirror - Internal Market Research
  • Winnowing down the possible message points
  • Identifying Leverage (what matters) Perception
    points
  • Develop several concept positioning statements
  • Test concept positioning statements on various
    constituencies
  • Adopt an external message
  • Develop a communication plan (dissemination)
  • Develop a maintenance plan

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Break
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Social Marketing System
  • Marketings Nine Components
  • 1. Research
  • Needs assessment, polling, process interviews,
    process competition surveys, internal and
    external surveys and environmental factors
  • 2. Internal Marketing Audit
  • Examination of current services and how they
    are developed, delivered and promoted how
    and how well the institution serves the needs
    and wants of target markets
  • 3. Identification and Selection of Marketing
    Projects
  • 4. Setting Marketing Objectives
  • 5. Targeting
  • 6. Selecting Marketing Strategies
  • 7. Creating Special Promotional Tools
  • 8. Making Internal Adjustments
  • 9. Evaluation/Recycling

Steps in the preliminary marketing process
The Plan
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Marketing Risk Situations
  • At any given moment, every organization is at
    risk from at least one of the following marketing
    risk situations. This marketing risk situation is
    often the point of origin of marketing projects.
  • Decline
  • Static
  • Inadequate growth in market share
  • Sudden change
  • Maintenance
  • New product introduction
  • Unusual action or inaction by the competition

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State of the Institution
  • 1) Just added a new Lower School in 1999-2000
  • 2) Donor gives 5 mil for Center for Diversity in
    Education
  • 3) Drop in Boarding Enrollments
  • 4) Overall new enrollments and admission activity
    strong and steady for last 5 years
  • 5) Closest competitor is adding a Lower school in
    2001-2002
  • 6) Although already financially successful, the
    summer camp program could accommodate 30 more
    students.
  • 7) Insufficient growth in underrepresented groups
  • 8) Multi-national financial services company
    moving Global Headquarters to your areabringing
    many new families with children

New Product Introduction
Sudden Change
Decline
Maintenance
Unusual Action by Competition
Static
Inadequate Growth in Market Share
Sudden Change
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Marketing Risk Situations
  • At any given moment, every organization is at
    risk from at least one of the following marketing
    risk situations. This marketing risk situation is
    often the point of origin of marketing projects.
  • Decline
  • Static
  • Inadequate growth in market share
  • Sudden change
  • Maintenance
  • New product introduction
  • Unusual action or inaction by the competition

Question Identify your institutions prominent
marketing risk situation.
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Marketing Risk Situations

Question Identify your institutions prominent
marketing risk situation.
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Section 3- Prioritizing Marketing Risk
Opportunities / Selecting the Marketing Project
  • Ten Criteria for Marketing Opportunity/Project
    Selection
  • High Medium Low
  • Relevancy to organizational objectives o o
    o
  • Severity of the problem o o o
  • Support from funders o o o
  • Benefits to organization o o o
  • Benefits to target groups o o o
  • Practicality of achievement o o o
  • Visibility of project o o o
  • Investment of staff time o o o
  • Financial investment o o o
  • Future trade value o o o
  • Initial project/opportunity ranking
  • 1 2 3 4
    5 6 7 8 9
    10
  • High Low

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Section 3- Selecting the Marketing Project
  • Six Steps in The Preliminary Marketing Process
  • 1. Discuss with staff the nature of the project
    and the marketplace
  • 2. List preliminary project objectives
  • 3. Identify barriers to success
  • 4. Detail opportunities that might exist
  • 5. Establish a general category of targets
  • 6. Outline an initial approach or workplan for
    the project

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Section 4 - Setting Marketing Objectives
  • Objectives must degenerate into work or else
    they are just dreams.
  • Peter Drucker
  • Setting objectives in marketing is a process
    built around three factors
  • 1. Hierarchy 2. Work assignments 3.
    Accountability
  • Seven Steps to Successful Objective Setting in
    Marketing
  • 1. Write them down
  • 2. Adopt them formally
  • 3. Make them measurable
  • 4. Make someone accountable
  • 5. Be specific
  • 6. Make sure theyre attainable
  • 7. Rank them by priority
  • Write a separate set of objectives for each
    service or bundle of services. Done successfully,
    this is essentially the work-plan for your
    marketing project.

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Section 4 - Setting Marketing Objectives
  • Overall Marketing Objective
  • By the end of the next fiscal year we will
    establish an Institutional Marketing Department
    which, with the support of the Board of Trustees,
    will take a leadership role in the overall
    marketing effort of the institution, developing
    and facilitating the implementation of one or two
    marketing projects.
  • Objective A Create an infrastructure to support
    marketing efforts
  • A-1 Establish a Board Committee on
    Institutional Marketing
  • a-1 Set criteria for committee selection
  • a-2 Identify and invite candidates
  • a-3 Draft the Committees charter with Head
    and proposed Board Committee members
  • a-4 Present position paper to Board
  • A-2 Establish working relationship with head
  • A-3 Build relationships with administrative
    team
  • Objective B Acquire a budget
  • Objective C Develop the marketing team
  • Objective D Collaborate on how the marketing
    process can work best here
  • Objective E Select one or two key marketing
    projects
  • Objective F Implement marketing process

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Section 5 - Targeting
  • Organizations are not able to serve whole
    markets effectively. The organization is wise to
    choose a segment or segments to serve and
    differentiate its marketing programs for those
    different markets.
  • What is it that makes groups within the
    target market different from one another? What is
    it that each of these target groups (or
    organizations or individuals) wants?
  • Each target group has a special influence on
    the institutions ability to operate in the most
    effective manner.
  • Markets are
  • 1. Identifiable
  • 2. Homogeneous
  • 3. Measurable
  • 4. Reachable

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Section 5 - Targeting
  • Segmentation Process
  • Segmentation is a must as part of a
    differentiated marketing strategy. Here are the
    basic steps
  • 1. List the markets you see as important to
    segment.
  • 2. Prioritize the relative importance of each in
    the total scheme of organizational objectives.
  • 3. Each market in turn consists of
    distinguishable market segments. Choose a
    limited number to serve and differentiate
    marketing programs accordingly.

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Section 5 - Targeting
  • Using this procedure, a slice of the
    segmentation pie for a high price/high value
    independent college preparatory school located in
    an affluent area of growing young families
    opening a new K-5 division might look like this
  • 1. Isolate Families with school-age children
  • 2. Segment Families with school-age children
    who live in gated communities in
    geographic target market areas
  • 3. Break down into targets Families with
    school-age children who live in gated
    communities in target geographic areas and
    are acquainted with a trustee, alumnus,
    parent of alum, or current parent
  • 4. Develop strategies Direct marketing
    strategies based on referrals and
    relationship-building events such as
    neighborhood coffees, one- on-one
    conversations, small group presentations

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Section 6 - Strategies
  • strategies are the creative end of marketing and
    the most exciting part for many.
  • Growth Strategies
  • The first level of growth opportunity analysis
    uncovers opportunities present in the current
    product/service market activity. For most
    institutions opportunities in this grid are
    always the most cost-effective places to begin
    and can be accomplished through three main
    marketing strategies.

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Three Intensive Growth Opportunities
New
Market Development
(Diversification)
Markets
Product Development
Market Penetration
Present
New
Products
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Section 6 - Strategies
  • Growth Strategy Market Penetration
  • Seeks increased sales for present services in
    present markets through more aggressive marketing
    efforts.

Key Tactics - Increase unit of purchase -
Suggest new uses for the product - Offer price
incentives for increased use - Increase efforts
to attract competitors' customers - Step up
promotion - Improve brand differentiation -
Increase efforts to attract non-users - Increase
service trial through offering samples and
incentives - Pricing up or down - Advertise new
uses
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Section 6 - Strategies
  • Growth Strategy Market Development
  • Seeks to attract other market segments

Key Tactics - Open additional units through
regional expansion - Attract other market
segments by developing product versions that
appeal to these segments - Enter other channels
of distribution - Advertise in other media -
Build new relationships
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Section 6 - Strategies
  • Growth Strategy Product Development
  • Seeks to increase sales by improved services for
    present markets

Key Tactics - Develop new service features by
attempting to adapt, modify, magnify,
minimize, substitute, rearrange, reverse or
combine existing features - Create different
versions of the same product - Develop additional
models and/or sizes
89
Section 7 - Special Promotional Tools
  • It is universally accepted that intangible
    services are promoted on the basis of a very
    simple idea benefits to the consumer. The
    marketing plan gives communications its
    direction.
  • Promotional tools are used to direct
    messages to target markets. Traditionally, the
    management of promotional tools has been in the
    hands of public relations. With the marketing
    headset, these tools are not a mirror of
    administration but a reflection of the attitudes
    and needs of those who use or will use the
    service or buy the product and are selectively
    and strategically developed to do that. Marketing
    research and strategies developed to reach
    targets will cause promotional tools to
    practically write themselves.
  • Traditionally there have been four
    promotional channels
  • Sales
  • Publicity Advertising Promotion
    Personal Selling

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Section 7 - Special Promotional Tools
  • Communications Continuum
  • Awareness Comprehension Conviction
    Action

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Awareness Comprehension Conviction
Action
  • Publicity Advertising Promotion Personal
    Selling
  • 10,11 12,13 8,9,10
    1,2,3,4,5,6,7
  • Marketing Communications Hierarchy
  • 1. One-to-one, face-to-face conversation
  • 2. Small group discussion or meeting
  • 3. Person speaking before a large group
  • 4. Telephone conversation between two persons,
    webpage-dynamic
  • 5. Hand-written personal note
  • 6. Typewritten, personal letter not generated
    by a word processor
  • 7. Computer-generated "personal" letter,
    e-mail, etc.
  • 8. Mass-produced, non-personal letter
  • 9. Brochure or pamphlet sent out as a
    direct-mail piece
  • 10. Article in institutional newsletter,
    magazines, tabloids, webpage-static, etc.
  • 11. News carried in popular press (newspapers,
    radio, television, magazines)
  • 12. Advertising in newspapers, radio, television,
    magazines, posters, etc.
  • 13. Other less effective forms of paid
    communication

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Section 7 - Special Promotional Tools
  • Questions
  • 1. Do your promotional tools reflect your
    marketing plan?
  • 2. Are your key promotional tools a mirror of
    administration or a reflection of the attitudes
    and needs of your target market segments?

93
Section 7 - Special Promotional Tools
  • Saint Andrews Faculty Ad Campaign
  • Cranbrook Message Brochure

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Break Out Groups- By Risk Group
  • Brainstorm strategies and tactics for your group.
  • Select a recorder and reporter for your group.
  • Each group will have 3 minutes to report the
    results of their brainstorming session.
  • Exchange contact information with group
    membersyou all have similar issues.

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Section 8 - The Marketing Plan
  • I. Problems and Opportunities
  • II. Marketing Objectives for the Project
  • A. Overall Objective
  • EXAMPLE The school wishes to expand the volume
    of its business by generating sufficient
    applications for a new lower school to meet
    financial projections of break-even within two
    years of opening.
  • B. Primary Objectives
  • 1. X (Develop communications programs to
    support lead generation and lead management)
  • 2. Y (Develop a lead management program that
    will generate 300 qualified leads by first
    quarter FY 99-2000)
  • 3. Z (Develop a lead generation program that
    will generate 300 qualified leads by first
    quarter FY 99-2000)

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Section 8 - The Marketing Plan
  • II. Marketing Objectives for the Project
    (Continued)
  • C. Subobjectives for each primary objective
  • 1. X
  • a.
  • b.
  • c.
  • 2. Y
  • a.
  • b.
  • c.
  • 3. Z
  • a.
  • b.
  • c.

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Section 8 - The Marketing Plan
  • III. Marketing Targets for the Marketing Project
  • A. Identify (primary only if one year or less)
  • B. Why selected
  • C. Exchange
  • IV. Marketing Strategies for The Project (List
    main strategies in general terms (market
    penetration, market development, product
    development, or diversification)
  • A. Main Strategies
  • 1. Market penetration Through various
    programs designed to reach trustees,
    parents, alumni and other referral sources...
  • 2. Market development
  • 3. Product development
  • B. Strategy development by target group
  • Identify type of strategy by code
  • 1. Target group a
  • 2. Target group b
  • 3. Target group c

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Section 8 - The Marketing Plan
  • IV. Marketing Strategies for The Project
    (Continued)
  • C. Promotional Tools
  • List (examples)
  • 1. Letter from headmaster inviting referrals
  • 2. Letter from Communications Office offering
    targeted information
  • 3. Email messages
  • 4. Lower school web page on web site
  • 5. Talkpiece for neighborhood coffees
  • 6. Curriculum package
  • 7. Admission package
  • 8. Dinner with headmaster
  • 9. Neighborhood coffees
  • 10. Ad Campaign (Saint Andrews Lower School
    Ad)
  • VI. Monitoring Marketing Plan
  • A. Proposal to measure effectiveness of each
    objective

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Section 9 - The Structure
  • The Institutional Marketing Committee
  • The Institutional Marketing Committee has a
    critical role in the success of marketing in the
    organization. It can and should
  • 1. Offer comments on organizational marketing
    goals and objectives
  • 2. Approve projected marketing objectives
    submitted by administration
  • 3. Respond to invitations to contribute ideas
    and direction to the preliminary marketing
    process and initial marketing plans
  • 4. Assist in writing parts of the marketing
    plan
  • 5. Counsel the marketing director when
    requested
  • 6. Ask for the counsel and advice from the
    staff marketer
  • 7. Inform the board about marketing programs of
    competition
  • 8. Participate in market research
  • 9. Visit similar schools in other areas to
    assess their marketing approach
  • 10. Advocate marketings presence within the
    school
  • 11. Participate in marketing project evaluations

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Section 9 - The Structure
  • The Head of School
  • The Head can positively influence the marketing
    effort at your institution by taking the
    following action steps
  • 1. By forwarding updated short- and long-range
    plans and other documents
  • 2. By including marketing in top administrative
    councils
  • 3. By providing rough sketches and outlines of
    marketing challenges, problems and hypothetical
    solutions
  • 4. By endorsing plans for marketing research
    and participating in the preliminary marketing
    process
  • 5. By meeting regularly with the marketer to
    work out problems in research, market access or
    planning
  • 6. By endorsing a triad arrangement among
    marketing, development and admission
  • 7. By providing marketing entree to the Board
    of Trustees
  • 8. By advocating the principles of marketing
    before the Board and its committees
  • 9. By assisting in carrying out strategies
  • 10. By participating constructively in the
    continuing evaluation and recycling of each plan
  • 11. By supporting the feedback system developed
    by the organization

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Section 9 - The Structure
  • The Marketing Project Team

Issues Tasks and responsibilities Specific
charge Leadership Authority Team
assignment Consultation and support
services Financing Timetable
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Section 9 - The Structure
  • Suggested Steps in the Marketing Process
  • 1. Convene the marketing team
  • 2. Review, revise and agree on approaches from
    initial project analysis including timetable
  • 3. Define primary objective of project detail
    secondary objectives review against current
    objectives and policies
  • 4. Discuss and agree on strategies
  • 5. Identify key target dates for project
  • 6. Identify all possible problems and
    opportunities related to the project
  • 7. Review research activities
  • 8. Initiate and conduct special research projects
    as required
  • 9. Concentrate on identifying targets, analyzing
    and ranking their importance
  • 10. Identify exchanges and sources of influence
    that are related to targets
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