How to Market @ your library™Creating Your Five-Year

Campaign

Participant Manual

A presentation by 3M Library Systems Division,Founding Partner, with the American Library Association

March 16 – 20, 2001

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How to Market@ your library is sponsored by:

3M Library Systems3M Center, Building 225-4N-14St. Paul, Minnesota 55144-1000

Don Leslie, Industry and Government Business Manager, 3M Library SystemsJudy Nelson, Customer Relations Supervisor, 3M Library SystemsKevan Woodson, Product Marketing Manager, 3M Library Systems

A.B. Reynolds, Facilitator, Excelerated Leadership, Inc.Ellie Walradth, Account Executive, LaBreche-Murray, Public Relations

Other materials provided by 3M Library Systems are available on the website3M.com/library/documents to assist you with your @ your library campaign:

Vision 2008: Mapping the Future of Your LibraryVision Series: Selling Your Library of the FutureThe Library of the Future: It’s Up to You!

Pre-AssignmentParticipant ManualFacilitator Slides and Notes

Webcast:How to Market @ your library:

Pre-assignment WorkbookParticipant ManualFacilitator Slides and Notes

Check-It-Out Yourself Day

Materials and workshop design for How to Market @ your library were developed byA.B. Reynolds and Dianne Moore of Excelerated Leadership, Inc. Permission is grantedto 3M and the ALA library organization to use all materials for @ your library campaignefforts. Trademarked and copyrighted materials included within can be used only ifauthorship is properly noted and only in context, as presented within this packet, andexpressly for the @ your library campaign. Visit our website:Exceleratedleadership.com.

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Table of Contents

Introduction: How to Market @ your library™ 4The Mississippi River 5ALA’s Five Action Areas 6Warm Up Exercise 7Pre-Wonewok Assignment 8Pre-Wonewok Assignment Checklist 9@ your library: Campaign for America’s Libraries 10Business Alignment Excelerator™ 11Business Alignment Excelerator™ Definitions 12Marketing Primer 13Wonework Workshop: Steps, Tools and Roles 26Guided Exercise: Customers and Products/Services Matrix 27Customer and Products/Services Matrix Resource Page 29@ your library – Target Audiences 30Customer and Products/Services Matrix, Example 32Customer and Products/Services Matrix, Individual Worksheet 33Customer and Products/Services Matrix, Blank Matrix 34

Examples Sorting Exercise 35Guided Exercise: Customer, Message, and Vehicle Matrix 35AIDA, Messages and Vehicles 37@ your library – Key Messages 38@ your library – Talking Points 39@ your library – Tips for Talking About Today’s Libraries 40Customer, Message, and Vehicle Matrix, Example 41Customer, Message, and Vehicle Matrix, Individual Worksheet 42Customer, Message, and Vehicle Matrix, Blank Matrix 43Examples of Excellent Campaigns 44

@ your library Platforms 45Guided Exercise: @ your library Five-Year Campaign Options Matrix 46Resourcing the Plan: Cost Analysis 48Resourcing the Plan: Benefit Analysis 49Team Report Format 50@ your library Five-Year Campaign Options Matrix, Example 51@ your library Five-Year Campaign Options Matrix, Individual Worksheet 52@ your library Five-Year Campaign Options Matrix, Blank Matrix 53Workshop Evaluation 54

Appendix Contents 54“Sticky Wall” Instructions 55Resources 56

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IntroductionHow to Market @ your library ™

Creating Your Five-Year Marketing Campaign

Welcome to How to Market @ your library workshop and retreat. 3M Library Systemsis proud to be partnering with the American Library Association to host this weekend’sworkshop. While enjoying the great Minnesota winter scene, you will also becontributing to the success of the national @ your library campaign by:

• Learning basic vocabulary, steps and tools of a five year marketing campaign• Sharing great marketing ideas and experiences with other ALA members• Using the tools and materials to build an @ your library campaign for your own

library or organization• Creating option-rich samples of five marketing campaigns for three kinds of

libraries: school, academic, and public libraries and state library organizations.• Addressing how the efforts of individual libraries can link with the efforts at state

levels• Participating in the creation of a web cast that will be used at the beginning of

National Library Week to kick off the national @ your library campaign

Because the workshop is intended to provide tools and practice that will help you leadothers to create @ your library campaigns, the following takeaways are provided:

1. The pre-Wonewok assignment packet: “Starting at the Source @ your library”2. The data base of the pre-Wonewok assignments completed by other participants3. The participant manual used at the workshop: “How to Market @ your library:

Creating Your Five-Year Marketing Campaign”4. Six option-rich samples created for school, academic and public libraries and state

organizations.5. The facilitator’s slides and facilitation notes6. The web cast of the workshop that will help introduce the @ your library campaign

during National Library Week7. A range of resources provided by 3M Library Systems from prior events8. The @ your library information kit

Scheduled among all the invigorating outside and social activities are the workshopsessions:Session 1: Don Leslie and John Berry will welcome you to Wonewok and the

workshop and Deborah Davis will introduce the @ your library campaignSession 2: Focusing our Efforts: clarifying the real benefits that your library or

organization offers your customersSession 3: Exploring the Options: identifying a variety of methods to share your

messageSession 4: Choosing the Best Route: creating the plan for your 5-year campaign

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The Mississippi RiverIt is only natural to take advantage of the wonderful setting at Wonewok to help us think aboutour mission and opportunity. The Wonewok staff works hard to maintain the beauty and essenceof this northern Minnesota setting so it will refresh us as we work together toward importantgoals. As you walk the snow-covered grounds you might see some signs of the wildlife (theeagles, egrets, bears and deer) and you’ll certainly sense the quiet and mystery of the forest. Youcan almost hear nature’s heart beat. Nearby is the source of the Mississippi, a powerful andmythic river that still serves as a major artery of life for the mid-west.

The Mississippi River was called the “gathering of waters” by the early European explorers whomapped all the river’s channels and backwater areas. The Ojibwa Indians are credited for namingthe river, they Missi Sipi or “Great River.” The native people who originally lived near theMississippi used it canoe transportation, hunting and fishing and often viewed the river as thecenter of their universe.

In 1803 the United States took possession of the river as part of the Louisiana Purchase andbrought along a flood of settlement, including trappers, loggers, millers and riverboat captains.Steamboats of the early 19th Century spurred another wave of change, helping to establish citiesalong the Mississippi. Commerce and navigational demands brought levee construction, sandbarremovals and other manmade changes to the river. Today the Upper Mississippi has a series of29 locks and dams that help provide a transportation corridor for the barge and commoditiesindustry.

But it was Mother Nature who first shaped the river through glaciations and melts that left behindmile-wide floodplains that still occasionally fill up with waters. And plant and animal wildlifestill have a place despite threats to the Mississippi’s complex ecosystem. 40% of NorthAmerica’s duck, geese, swan and wading bird species rely upon the river as a migration corridor.Bald eagles are among the many species of raptors and songbirds that use the flyway. More than240 fish species inhabit the river’s watershed, while otters, beavers, muskrats, foxes and turtlesforage along the banks.

Old Man River, as the Mississippi has been affectionately called, has many uses. Included aresome 600 water-oriented parks, biking, fishing and other recreation sites, which draw millions ofvisitors a year to witness the river’s beauty, history and life that surges along with the waters.The uses of the Mississippi are sometimes in conflict. But a shared goal should be to put theminto balance so the future generations can also know the gathering place of waters and species inall of its grandeur.

As Mark Twain said, the river is a “wonderful book (with) a new story to tell everyday.”

America’s libraries are our Mississippi River of knowledge. Libraries draw millions of visitorseach year to witness the beauty, history and stories of life that bring us together, help usunderstand ourselves and prepare us for the future. Libraries truly transport ideas and capabilitiesthat we exchange through the sharing our knowledge and stories. Libraries, as the gatheringplaces of future generations, will facilitate opportunities for personal learning, enjoyment andsuccess. Paraphrasing Mark Twain, libraries (and the books and materials they contain) give usaccess to that river of knowledge.

See http://www.Oldmanriver.com/ A Resource for the Upper Mississippi River, for more information.

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ALA’s Five Key Action Areas

21st Century Literacy: Highlight your library’s efforts to advance literacy in allforms, including “information literacy.”

Families reading together @ your libraryBuild a community of readers @ your libraryLiteracy is a way of life @ your libraryYour final answer @ your libraryWhole wide world @ your library

Diversity: Demonstrate that the library is open to all people and ideas and that itscollections reflect many voices and cultures.

Many faces, many voices @ your libraryPicture this @ your libraryCourage to learn @ your libraryDiversity in motion @ your library

Education and Continuous Learning: Communicate that the library is a place forself-help and lifelong learning.

Set your sites! @ your libraryFind your fortune @ your libraryBuild a brighter future @ your libraryGlove-trotting @ your libraryWriting review @ your library

Equity of Access: Show that your library helps to bridge the digital divide.Get connected @ your librarySomething for everyone @ your libraryWithin your reach @ your libraryGet mobile @ your library

Intellectual Freedom: Communicate that the library makes information availableto everyone and provides a forum for expressing all points of view.

Freedom to read, her, view, think @ your libraryThe choice is your @ your libraryDebate! @ your libraryAll the ideas that are fit to print @ your library

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Warm Up Exercise

To begin our focus on creating a 5-year marketing campaign for the @ your library,answer the following questions:

Identify a large, multi-year promotional campaign (TV, print, radio, door-to-door contact)that has stuck in your mind (e.g., Dockers, American Cancer Society, weight lossproviders, Nike, war against drugs, United Way, or a national issue organization.)

What do you remember about it?

Why do you think it stuck in your mind?

What specific music, photography, messages, characters, tone, frequency of message, etc.made that promotional ad campaign effective for you?

What ideas from this example might you use in your upcoming @ your librarycampaign?

Discuss your team symbol. What attributes of the symbol would you ascribe to yourteam for the workshop?

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Pre-Wonewok Assignment

The Pre-Wonewok Assignment is a key step in creating your 5-year @ your librarymarketing campaign. As promised, the workshop begins by providing time for you toshare the progress you made on the pre-workshop assignment with others. Remember,some libraries already have completed strategic plans that include the informationrequested in the pre-workshop assignment. Other libraries are just beginning the process.Any progress is useful!

Exercise Instructions:

1. Divide your team into two subgroups of 3 or 4 people.

2. Individually, rate the your progress (and your satisfaction with it) on the pre-Wonewok assignment on the checklist on page 8.

3. Share your ratings with 2 or 3 others on your team. Allow about 5 minutes perperson to share their story.

4. Select from the 3 or 4 libraries or organizations, the library (or organization) thathas made the most progress. This library (or organization) is one candidate forthe library example that your team will use throughout the workshop. The othersubgroup on your team is also identifying a candidate.

5. Share the two choices (one provided by each subgroup). Decide, as a team, whichlibrary or organization to use throughout the workshop. Your team will apply theworkshop tools and exercises and create a sample five-year @ your librarymarketing plan for this library or organization. Your team’s sample and fiveothers will be shared with other libraries in the nation through the web cast thatwill help introduce the @ your library campaign nationally during NationalLibrary Week.

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Pre-Wonewok Assignment ChecklistStarting at the Source

1. Environmental Scan: Rate the information you were able to collect as C = complete,G = good enough for now, or I = insufficient._____ Customers _____ Core competencies

_____ Competitors and markets _____ Political realities

_____ Technology _____ Capacity to act

2. TOWS (Threats, Opportunities, Weaknesses and Strengths): Rate the confidence youhave in the summary you created as C = complete confidence, G = moderate confidence,or I = insufficient confidence._____ Threats _____ Strengths

_____ Opportunities _____ Weaknesses

3. Library Direction: Rate the quality of decisions you were able to make as C =complete, G = good enough for now, or I = insufficient._____ Strategic Intent _____ Mission

_____ Vision

4. Library Strategy: Rate the list of strategies (major action steps) that you developedas C = complete, G = good enough for now, or I = insufficient._____ From – To charts _____ Strategies to address critical issues

_____ Critical Issues list

5. Overall: Rate the level of preparedness of your library to create its 5 year marketingcampaign as C = completely prepared, G = good enough for now, or I = insufficientlyprepared.

_____ Overall rating

6. Next steps: What additional steps should your library or organization take before itfinalizes its 5-year @ your library marketing campaign?

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@ your libraryThe Campaign for America’s Libraries

ALA has made a five-year commitment to speak loudly and clearly about the value oflibraries and librarians to our communities, schools, academic institutions, and

businesses, as well as to our society, democracy and the new digital age.

The external goals and objectives of the @ your library campaign are:• Increase awareness and support for libraries by increasing the visibility of libraries

in a positive context and by communicating clearly and strongly why libraries areboth unique and valuable

• *Update the image of libraries and librarians for the 21st century, sustaining andstrengthening their relevance

• Bring renewed energy to the promotion of libraries and librarians• *Increase library usage – at school, on college and university campuses, at work and

in daily life• Increase funding for libraries• Bring librarians to the table at public policy discussions on key issues; intellectual

freedom, equity of access and narrowing the digital divide• Positively impact recruitment efforts for the profession

The internal goals and objectives for the campaign are:• Bring the entire library community together to speak with a unified voice• *Develop tools and materials to help libraries and librarians promote their value to

their users and reach their specific audiences• Extend the reach of the national campaign to the local, state and regional levels,

working with ALA chapters and sister library organizations as partners• Ensure the campaign is useful to libraries of all types – school, public, academic and

special – through close work with ALA divisions.(* Goals that the Wonewok workshop will address directly.)

Both external and internal ALA goals and objectives depend on each library’s clarityabout its own goals and objectives. In fact, each library’s own success depends on thelevel of clarity about its own future.

The pre-Wonewok assignment was designed to help assess the current level of clarity andcompleteness of your library’s goals and objectives for its future. This is the first step ofany marketing campaign. Once a library has identified the kind of library it wants tobecome, then it can tell that story and invite its customers to participate.

The Business Alignment Excelerator™ is an integrated model and tool that guideslibraries and other organizations as they clarify future and/or evolve toward it. This tooloutlines the steps that any organization must take to chart its future and to succeed inreaching it.

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Leadership

High Performance System Analysis

Alignment Adjustment

Options Review

Cascading Process

Gap Analysis

SWOT

Business Environment External Internal

• Customer • Competition • Market/Industry • Technology

• Core Competencies • Political Realities • Readiness

Business Direction • Strategic Intent/Business Model • Vision and Goals • Mission • Values

Business Strategy • Actions to fill gaps • Priorities • Delivery System • Resources • Strategy Implementation Plan

Communication • Communication Plan and System • Organizational Dialogue

Processes • Macro Bus.

Process • Process

Flows • Policies • Support

Systems

Structures • Extended

Orgs. • Org. Units • Roles • Teams

People • Culture • Staffing • Perf. Mngt.

System • Development

Operational Planning • 3-5 levels of plans • Measurement System • Implementation Schedules • Monitoring and Reward Systems

Process Identification

Business Alignment Excelerator™

©Excelerated Leadership. All rights reserved.

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Business Alignment Excelerator™Definitions

Leadership: The actions of leaderswho select the best business model,design the organization so it canimplement the model, and developpersonal and interpersonal skills thatguide and inspire.

Business Environment: The externaland internal forces that determine thebusiness opportunities and guide theorganization in preparing itself forcontinued success. External forcesinclude customers, competitors,technology and markets. Internalforces include core competencies,political realities and organizationalreadiness.

Business Direction: The selection anddescription of the business model andkind of organization that will “win” inthe business environment. Thestrategic intent/business model,vision/goals, mission and valuesstatements define the desired futurestate for the internal audience.

Business Strategy: The selection ofspecific actions that will achieve thedesired future state. Priorities, thedelivery system, resources and astrategy implementation plan areidentified and will serve to guide theoverall efforts of members of theorganization.

Operational Planning: The detailingof 3-5 layers of plans and measuresthrough a cascading planning processinvolving members of the organizationthat ensures that the strategy will beimplemented successfully.

Communication: The consistent two-way sharing of information about thebusiness plans and progress thatinforms, educates, involves and inspiresmembers of the organization and theirefforts.

Processes: The identification andimprovement of the macro, micro andmini processes, policies and supportsystems that connect the business withthe customer and provide a competitiveadvantage.

Structure: The arrangement ofbusiness suppliers, partners andcustomers in relationship with thebusiness units, work groups and workroles intended to ensure the satisfactionof the customer and the effective andefficient use of people and resources inthe organization.

People: The creation of a workenvironment in which members of theorganization are engaged, motivated,and rewarded for their best workthrough the careful selection of culture,staffing, performance management anddevelopment activities.

© Excelerated Leadership. All rights reserved.

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MARKETING PRIMER

“Nothing is worthwhile unless it touches your customer.”Edgar Woolard, CEO of Dupont Corporation

The fundamental idea of marketing is to focus on how to better satisfy consumers.Simply stated, it is looking at your library from your customer’s point of view. Thosecustomers include both the current users of your library, as well as those people whocould but don’t use your library. It requires that you find ways to not only fulfill yourcustomers’ current expectations about your library’s services, but also to explore thepossibilities that customers have not even imagined!

Marketing includes four key activities that enfold the customers. “Enfolding” thecustomer means that some sort of marketing activity interacts with the customers fromthe “front end” through the “back end” of the customer interaction process. Thedefinitions of the four primary marketing activities (applied to a library setting) are:

1. Customer Knowledge: Researching potential customers and markets, how theyare grouped into logical segments, their wants and needs, choosing targets andexamining the perceptions customers have of your library.

2. Strategic Marketing Planning: Selecting the customers and markets to serve,choosing the products and services to provide, defining the ‘distribution’processes to use, setting goals, objectives and measures about participation andprice, and defining the values (including customer interaction values) that yourlibrary holds true.

3. Promotion of the Library: Communicating effectively what your library has tooffer the customers so they will choose to use your products and services,selecting the overall methods, understanding customer “buying” habits, choosingthe specific communication vehicles, and creating a plan that schedules all thepromotional activities over the years of the promotional campaign.

4. Service: Delivering on the promises made in the promotions is fundamental toservice (and therefore, your library’s) success. Sometimes libraries andorganizations must make major changes in the ways they operate to deliver onnew promises. Complaints and glitches must be addressed immediately andadjustments made. All the while, learning even more about the customers andtheir evolving wants and needs so future adjustments can be made.

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Marketing Activities

Excellent marketing happens when: 1) you understand your customers, customer groupsand their needs now and into the future, 2) you have created a detailed library directionstatement for the your library, 3) you promote your library’s offerings so your customersuse them and 4) you serve your customers as you have promised in your promotions.Have you completed all these marketing steps?

More About Customer Knowledge – Marketing Activity 1Using Marketing Terms to Understand Your Customers in

Depth

There are four conventional customer knowledge arenas addressed called the “four Ps”.Each of the following arenas should be researched in greater detail so that the marketingstrategist is prepared to make the key decisions included in the other three marketingactivities.

ProductThe focal point of marketing is the product or service. Not only does this include goodsand services, but also such things as planning processes, research and development,installation, and maintenance. Products and services will be selected and stated in theVision statement, so in Marketing Activity 1, each project and service must be definedcarefully along with the benefits customers receive by using these products and services.For example, Sony devised a set of synthesized vocal instructions to help the customer

Knowledge

PlanningPromotion

Service

Customers

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install and program its VCRs. This instruction replaced the written instruction bookletsand is as much of the product as is the video recorder itself. What are theproducts/services of your library now and in 2006? Do your customers know aboutthem?

PricePrice is what the customer must give up to receive your product. Although money is theusual exchange, other factors like time and convenience need to be considered. Price isinfluenced by product availability, competition and uniqueness. For libraries, “price”refers to the time and energy customers must expend to use the library. Exploring thisissue, allows the library to make adjustments in the products and services it offers (andhow they are provided) if the “price” is perceived too high for the customers. What is theprice of your library’s products? What must library customers “pay” to use yourproducts/services?

PlacePlace, or distribution, makes sure the product is available when and where it is wanted.Products can be found in buildings such as wholesale and retail outlets (central andbranch centers – their size, shape and location), in catalogs, in accessible data bases, inkiosks, mobile libraries, on the Internet. Distribution includes inventory decisions, howto transport products between locations and to the customer, and where to locatewarehouses. A thorough mapping of the distribution plan is required. What are thecurrent “place” considerations for your library?

PromotionPromotion is the term to describe “sales” communication – the messages and vehiclesused to let the customer know what products and services are available. It includesadvertising, direct marketing, personal selling, sales promotions, and public relations. Itspurpose is to increase customer awareness both of the product and of knowledge of theproduct’s desirable features and benefits. How are you currently promoting yourlibrary? Are you getting the results you want?

Dick Berry, a professor at University of Wisconsin, Madison did an extensive survey andadded 3 items to the “4 P’s – one S and 2 C’s”. His list includes:

1. Customer sensitivity – How do customers define the attitude of the employeesthey interact with, the quality of the treatment they receive, and the nature of theresponse of the staff to customers? Do they have a positive experience at thelibrary?

2. Product – What is the customer perception of level of product quality, thereliability of that quality and, the dominant features of the products and services?Do your products and services match the customers’ needs and wants?

3. Customer convenience – How available and how easy is it for customers to getand use the products and services they want? Are customers satisfied?

4. Service – What is the level of quality and convenience in obtaining qualitysupport? Do you customers feel served?

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5. Price – Are the prices charged, the pricing terms and pricing offers attractive?Does it take more time and effort to use your products and services than yourcustomers are willing to expend?

6. Place – Is the site accessible and are the facilities sufficient and easy to use? Isspace devoted to the right activity? Can your customers find you?

7. Promotion – What is the overall success of the advertising, publicity, selling andpricing offers that have been used? Are your customers taking full advantage ofwhat you have to offer them?

Which of these additional decision arenas would you consider in marketing yourlibrary? What must you define in more detail?

More About Strategic Marketing Planning – Activity 2:Selecting the Goals and Objectives For Your Library

Once you understand current and future customers and their current and future wants andneeds, you make choices about the direction your library wants to take. This “librarydirection” includes the strategic intent, vision and mission statements of your library.

• The strategic intent statement describes the scope, the attitude and the overall natureand personality of your library.

• The vision statement lists very specific decisions you have made about thecustomers you plan to serve, the products and services you plan to offer, the specificgoals and objectives you plan to meet (with measures), the basic delivery systemyou will use and the fundamental values your library holds true.

• The mission statement describes the purpose of the leadership team and the libraryas a whole.

The intention is that the “library direction” will be achieved at some future date, usually3, 5 or even 10 years in the future. Naturally, everything in the library’s directionstatement has not currently been achieved, but the all the elements of the ‘direction’ aredesired. Because they don’t currently exist, a plan has to be created to transform thelibrary from the way it exists today to its desired state in the future.

These plans are called strategic plans. They usually include planned activities in most ofthe areas of the library’s basic functioning such as facilities, funding, staff development,acquisition, circulation, restoration, administration and all the activities of marketing(additional knowledge needed, further plan development, promotions and service).Specific goals and objectives are identified for each of the areas of the library’s plan andmeasures are carefully selected.

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Strategic Plan Goals and ObjectivesExamples of goals and objectives for each of the activity areas include:

• Facilities: Expand, renovate, or modify the facilities.• Funding: Increase funding, expand the funding sources, increase relationships and

satisfaction of funding agencies.• Staff development: Help staff develop new skills or work in different ways with

customers.• Acquisition: Increase acquisition rates or shift the acquisition dollars to new arenas.• Circulation: Improve circulation processes, speed, ease, costs, accessibility, etc.• Restoration: Reduce the need for restoration of materials, find new/better

restoration methods, etc.• Administration: Simplify administrative processes, speed up approvals, etc.• Marketing: Increase the number and groups of customers, increase customer

satisfaction, increase or shift the number of products and services they use, increaseor shift the kinds of activities they participate in, increase the social contacts theymake, increase (or decrease) the number and kinds of the research requests, improvecustomers’ computer, Internet and research skills, etc.

MeasuresOnce the goals and objectives have been selected for your library, clear measures shouldbe identified to create the parameters and expectations for the library and guidepromotional plan. These measures should include endpoints as well as specific interimmeasures that would apply to various promotional options you are choosing. Typicalmeasures include:

• Awareness increase by %• Attitude toward the products and

services improved by %• Purchase (or participation) intent

increased by %• Increase in number of inquiries about

products and services by #• Support of promotional campaign

from library staff, volunteers, boardand funding agencies by %

• Circulation increase by #• Desired increase in the number of

research inquiries by #• Increased funding by $ or %• New sources of funding by $ or %• Gifts received by the library by #, $

value, by collection preferences• Customer satisfaction by 5 on key

criteria• Problems solved by # and importance

• Organizations linked/partnership by #• Speed of processes by time/$ saved• Speed for research services by time

and customer satisfaction• Facility use by organizations by #,

importance, value to community• Facility use by new

priorities/programs, by differentcustomer groups, etc.

• Use of equipment by % up, % down• Maintenance of equipment by $

saved, kinds of repairs, etc.• Theft or damage property by # of

times, $ to repair, by site/program• Employee satisfaction by % on key

criteria• Employee growth by % of growth

plan completion• Value to community by % on key

criteria

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More About Promotions – Marketing Activity 3In Search of Excellent Promotional Campaigns

Once your library or organization has created an image of the future that will serve thecustomers’ wants and needs, the library must devote time and resources to ensure that thecustomers are aware of what is being offered. This requires creating a promotional plan.Promotional plans include identifying the key messages to share with the customers andchoosing the best communication vehicles to get the messages across. The goal is to helpthe customers find the library’s products and services that are meant to serve them. Anypromotional strategy should successfully increase the awareness of the offerings, sparkinterest in them, encourage participation, and spur the customers to action.

Schewe and Hiam, in their book The Portable MBA in Marketing, describe one example:Putting together a successful promotional plan is a very challenging task. The problem isthat following a process alone cannot guarantee results -- it takes a little inspiration andcreativity as well. Many, probably most, promotion plans produce mediocre results evenif the planners considered the situation thoroughly in advance. The truly excellentpromotional campaign is terribly rare. So when a promotional effort works, it is as if alittle magic has been thrown into the equation.

Samsung’s campaign illustrates the value of creating a strategy using differentpromotional techniques. Samsung, a Korean maker of electronic products (TVs, VCRs,radios, music players), wanted to expand its sales worldwide in the 1990s. But they hadvery strong competitors who had much greater image acceptance and market share.Samsung’s products did not have a worldwide reputation for quality when they startedthe campaign.

Samsung began the campaign with corporate image advertising which they followed withgiving coupons for free samples and literature to selected potential customers. Personalselling took over next (using leads generated by the early promotions) on the phone andat the store sites, where sales persons worked directly with potential customers to helpthem buy the products that suited them best. Advertising continued to keep the companyvisible to provide reminders and to reduce any post-purchase dissonance after the sale ofthe product(s).

This is an example of a good promotion because it had the broad brushstrokes right. Butit achieves excellence because it was executed with originality and care. The promotionalprogram benefited both Samsung and the consumers of the products. Customers becameaware of the breadth and quality of the products and the low prices. Once they overcametheir initial prejudice against the company, they were eager to use Samsung as a supplier.In this case, Samsung communicated a message the consumer was pleased to receive.

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SELECTING THE PROMOTIONAL METHODS

Once you have defined the precise products and services you want to offer and have aclear understanding of the messages you would like your customers to receive, it is timeto begin designing the promotional campaign. The first step is to select the primarymethods you think would be most effective. The five promotional methods are describedbelow.

Key to making selections of methods is to remember the concept of a promotionalcampaign. Rarely will one method used on a one-time only basis or as a continuouseffort succeed. A campaign is a series of messages with a single theme that arerepeatedly conveyed to a target audience over an extended period of time using a varietyof methods. The repetition enhances learning and reinforces the message. Importantmessages that incorporate some change in behavior require more repetition of themessages, provided in more ways, over a longer period of time.

Advertising – First Promotional MethodAdvertising is any form of communication about products, ideas, goods or services that ispaid for by a sponsor (library, in our case). It is generally transmitted by mass media –newspapers, magazines, T.V., radio, direct mail, or outdoor billboards. Less commonadvertising includes things like matchbooks, circulars, catalogs, and calendars.The message of advertising is not personal and not specifically targeted as are otherpromotional activities. As a result, advertising tends to use a rather basic appeal- status,hunger, approval, safety- to get the attention of the receiver. Advertising has theadvantage of being able to convey a message many times in a relaxed atmosphere wherethere is no immediate pressure to buy. The impact of good advertising can be quite high,but it is not very flexible in terms of tailoring the message to meet different audienceneeds. Examples: TV Nike ads, grocery store flyer inserts in your newspaper, or the @your library packet.

The core of effective advertising is translating the goals and objectives into a specificmessage concept. The advertising message is based on an “advertising platform”, whichis a concise statement of issues and benefits. Conventional wisdom has it that one candevelop an advertising platform by answering three questions:

1. What features are unique to the product, good, or services?2. What criteria do customers use to evaluate those products, goods or services?3. How does the product, goods or services compare to those offered by

competition?

The selling points that come out of a platform create an advertising theme, a message thatis repeated in various forms throughout the advertising campaign. Creativity, humor,surprise, and excitement are used to animate the theme, being careful not of obscure theunderlying message.

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The most common and successful message strategies include:1. Testimonials – use of an authority to present the message ( Bill Cosby and Jello)2. Humor – good humor attracts and holds people’s attention (Wendy’s and

‘Where’s the beef?’)3. Sensual/sexual messages -used often, but not effective in getting the message

across, due to focus difficulty (Chanel perfume ads)4. Comparative messages – naming the competitor and identifying their weaknesses

(‘Bring your Visa because they won’t take American Express’)5. Slice of life messages – use of a popular song and a brief scene from life to

position a product. (MCI’s “friends and family” commercials or the Pepsi song)6. Fantasy messages – Relate a product to some desirable person or situation such

that if the product is used, the desired state is achieved. (Red Baron pizza or carads)

7. Infomercials – slick, half-hour broadcasts using fictional story lines, real actors,and Hollywood quality production. (Veg-O-Matic or Caribbean real estate sales)

Direct Marketing – Second Promotional MethodDirect marketing is defined as any direct communication to a specific consumer(s) orbusiness recipient(s) that is designed to generate a response in the form of an order, arequest for further information, and/or a visit to the store or other place of business forpurchase of a specific product or services. Advertising, in contrast, is aimed at the massof potential ‘buyers’. With the evolution of our electronic communication and computersystems, specific consumers can communicate directly with the marketers to get moreinformation. For example, book club groups can work directly with libraries to locate thebooks and host the club meetings.

Personal Selling – Third Promotional MethodPersonal selling is person-to-person communication in which the receiver providesimmediate feedback to the source’s message through words, expressions, and gestures.Personal selling is a conversation between two parties with a tailored message to theaudience. Personal selling is especially useful when a detailed explanation is required orwhen the benefits have to be closely linked to the customer needs.

For example, Nabisco Biscuit Company uses personal selling to set up biscuitdepartments in grocery stores. Their sales person, using a laptop computer, sharesinformation what the retail outlet’s position is in a market, who its customers are, what itsaverage purchase price is, and how to create a more effective merchandise mix for thatenvironment. A library volunteer could use the same approach to discover trends incustomer interests or help customers use new check-out systems or computer systems.

Sales Promotion – Fourth Promotional MethodThe American Marketing Association defines sales promotion as “those activities, otherthan personal selling, advertising, and publicity, that stimulate consumer purchasing anddealer effectiveness, such as displays, shows and expositions, demonstrations, andvarious non-recurrent selling efforts not in the ordinary routine.” These activities include

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store displays, sampling, coupons, contests, trading stamps, premiums, refund offers,sweepstakes, and rebates. Sales promotions are very helpful for the sale of impulse itemswhose features can best be judged at the point of purchase, for example, magazines at thecheckout counter at the grocery store. Libraries can offer bookmarks to remind people ofupcoming events, give “I volunteered@ my library” buttons to people for volunteering orassisting at key events, or offer special genealogy classes to attract new customers.

Sales promotion is intended to increase sales over a short period of time. It is used ininfrequent intervals, since the response diminishes over time. Advertising, directmarketing and personal selling are used on a more continuous basis.

Public Relations – Fifth Promotional MethodPublic relations is an activity intended to communicate a favorable product image and topromote goodwill. For example : General Mills dispatched two marketing managers,each armed with a suitcase filled with Wheaties, to attend a Super Bowl game. Onesuitcase was full of packages with a photograph of the Patriots on the front, while theother suitcase had packages with the Packers pictured on them. As it became apparentthat the Packers would win the game, the PR people sped to newscasters, dispensingboxes with the victorious Packers photographs as champions. What happened? Thesportscasters showed the boxes on Fox, CNN, ESPN, and various local stations.

Every organization deals with important groups, called “publics” such as stockholders,funding agencies, government agencies, the community, employees, vendors and the newmedia. Public relations activities are directed at these publics such as announcements intheir publications, special flyers, event schedules, presentations, issue papers, and otherinformation sharing pieces, intended to be shared with the members of that “public”.

Publicity: One activity that is part of public relations is publicity. This terms refers tomessages conveyed to the public through mass media, but are not paid for by theorganization. Public relations personnel can send press releases, stories, and pictures tothe media (newspapers, radio, TV, newsletters, etc.) to stimulate publicity. There arepublic relations materials in the last few pages of the @ your library campaign brochurethat provide samples of press releases, letters to the editor and other sample articles.

THE AIDA – THE NATURAL CUSTOMER “BUYING” PHASES

The primary objective of a promotion is to communicate information to customers sothey will buy (or buy-in to) the products and services that are offered. Understanding thenatural learning and decision-making process of customers helps marketers designcampaigns that assist customers. One useful tool is called AIDA which identifies theseveral phases buyers go through. A solid Awareness of the products and services thatare offered leads to increased Interest in those products and services, which in turnfosters Desire to “buy” or use the products or services, which leads to Action, when thecustomers takes the direct steps to “buy” or use the products and services. By providing

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information, interest is aroused; more persuasive communications arouse desire, andfinally this lead to action.

The various promotional methods suit some phases of the AIDA model better than otherphases. By researching the phase of AIDA model in which your customer and customergroups fall, you can choose the best tools with which to communicate. The followingchart illustrates the usefulness of the various marketing methods for the AIDA phase ofthe customers.

Awareness Interest Desire Action

• Corporate imageadvertising

• Public relations andpublicity

• General advertising• Trade advertising• Advertising in

specialty magazines

• Consumer salespromotion

• Direct marketing• Personal selling• Couponing• Sweepstakes• Classified yellow

pages

SPECIFIC VEHICLES FOR PROMOTIONS

There are many specific vehicles that can be used for each marketing method that canalso take into account the different customer buying phases. Examples are providedbelow.Advertising: TV spots, newspaper ads, banners, posters, grocery store inserts, flyers,celebrity testimonials, presentations, tables with flyers at community locations, etc.

Direct marketing: Special group flyers, email messages to data bases, special sections inwebsites, book clubs, community groups, topic groups, age groups, etc.

Personal selling: Library hosts and hostesses, kiosk sessions, specialized offers forinformation and assistance, check-out volunteers, personal surveys for interests, etc.

Sales promotions: Special free introductory classes, introductory individualizedassistance, free volunteer t-shirts or buttons, Fruit-for-your-teacher day, etc.

Public relations and publicity: letters to the editor, columns in local papers, TVcommunity spots, announcements, publications of others groups, etc.

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MEDIA SCHEDULING STRATEGIES

Most promotional campaigns run for a stated period of time. The campaign you aredeveloping, @ your library, is slated for five years. To be most effective, the messages(housed in various vehicles) should be shared frequently so the customers receive themessages and decide to “buy”. Therefore, messages are rarely offered only once, but avariety of messages are offered in different forms over time. Four broad approaches areavailable: the continuity, flighting, massed (or concentrated) and pulsing strategies.

Continuity Strategy: Messages (within selected vehicles) are spread out over the entireplanning period. When the demand for the advertised product, goods or services isevenly dispersed throughout the year(s), this strategy often works best. This strategyworks best for convenience items and other products goods or services with high repeatpurchase rates. A monthly “what’s new at the library” article in the local newspaperengenders continuous awareness.

Flighting Strategy: When the demand for the product, goods or service has distinct andidentifiable peaks and valleys, the flighting strategy can be used. In this case, messagesending follows a stop and go pattern. Typically, there is heavy communication duringsome days, weeks, or months and no communication in between. Supermarkets knowthat shopping is heaviest over the weekend, so they do their advertising on Thursdays andFridays.

Massed or Concentrated Strategy: Messages are bunched into specified periods and noadvertising or other communication occurs in between. Makers of swimming pools, gasgrills, and snow blowers use this approach. Department stores have white sales, carpet,and furniture sales a selected times during the year. Libraries traditionally promote‘Banned Books’ in September of each year.

Pulsing – Combining Strategies: Combining the three strategies: continuity, flightingand concentrated allows for a thorough, continuous and focused strategy that maintainscontact with the customers over a period of time. Florists often use this strategy toremind us year round to purchase flowers, but emphasize their products and servicesaround special holidays and have actually created ‘holidays’ such as Mothers Day toexpand their sales.

PROMOTIONAL CAMPAIGN MAP AND DOCUMENTATION

Create a master map or chart that illustrates the key customers and messages you want tosend to them on one axis. List the years of the campaign and goals to be achieved eachyear on the second axis. Then select the series of vehicles you think will deliver themessages best to each customer group over all the years of the campaign. The vehiclesshould incorporate 1) the preferred methods (advertising, direct marketing, personalselling, sales promotions and public relations and publicity, 2) reflect the AIDA buying

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phases, 3) the four media strategies (continuity, flighting, concentrated, or pulsing), 4)and ensure that the messages get across with clarity and creativity.

More About Service– Marketing Activity 4Refinement, Implementation and Monitoring for Success

Once the promotional plan has been created, it is time for focus on implementation of thepromotional campaign as well as the ‘library direction’ to ensure that “promises made arepromises kept” to the customers. The following steps are essential:

REFINE THE PROMOTIONAL CAMPAIGN

The competition over resources often forces the marketing strategist to look carefully atthe match between the Vision statement and the resources immediately available. If thegap between the current reality and the desired future state is large, significant resourcesare probably necessary to bridge the gap. Creating three levels of plans helps decisionmakers weigh the costs of the campaign against the value to be offered to the customers.The “A” Plan offers the most complete messages and vehicles. The “B” Plan includesmost of the key elements, but some tough choices have been made. The “C” Planincludes only the bare essentials and suggests that the Vision statement is not truly whatis desired or that funding or other strategies must be implemented before an increase inthe marketing and promotions budget will be considered.

ORGANIZE AND STAFF FOR SUCCESS

Once the Vision is confirmed and the promotional strategy has been selected it is time toorganize the library for success. List and sequence the steps to be taken, thecompetencies required, and hire from the outside or assign from the inside people whowill be responsible for various parts of the promotional campaign and for providing thenew products and services. Clarifying roles for library administrative staff and boards isalso essential. No one should miss out on the fun!

DELIVER ON PROMISES AND LEARN

Carefully and purposefully implement the new elements of the library that you havepromised in the promotional materials. Write out new procedures, provide models tofollow, allow people to work in teams, coach and encourage and create an atmospherethat focuses on serving the customers.

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INTEGRATE THE CAMPAIGN INTO THE LIBRARY ROUTINE

Intertwine the planning and administrative routines with the promotional campaign andimplementation activities on a daily basis during informal interactions and during formalmeetings. Campaign awareness keeps everyone focused on the customer. Processimprovement discussions ensure successful implementation.

MONITOR AND ADJUST THE PROMOTIONAL PLAN AS NEEDED

By paying attention to the success of each step of the campaign, it will be possible toevaluate two important things: first, how the promotional campaign is working – is itreaching people? And second, are you offering the right products and services to yourcustomers? The campaign may be great, but the customers may not need/want what youhave to offer. If this is the case, it is time to go back to the drawing board.

CELEBRATE AND REINFORCE THE VISION

Every success is worth noticing and celebrating because, even small steps, move you,your library and your customers closer to a more powerful and successful future. Mid-campaign progress messages should let customers and interested parties know aboutincreases in use, satisfaction, new skills, and community service. Success breedssuccess!

Basic source: Charles D. Schewe and Alexander Hiam, The Portable MBA in Marketing, Second Edition,John Wiley and Sons, Inc., New York, 1998. ISBN 0-471-19367-4

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Wonewok Workshop: Steps, Tools and Roles

The following steps and tools will help you create 1) a great example of a 5-yearpromotional plan that other libraries can use and 2) the beginning of your own library’smarketing and promotional plans.

Steps:1. Complete the pre-work to assess the clarity and completeness of your own ‘library’s direction’ (the strategic intent, vision and mission of its future)2. Learn some marketing basics3. Fill in the Customer and Products/Services Matrix4. Learn a bit more about marketing basics5. Fill in the Customer, Message and Vehicle Matrix6. Select campaign themes, logo and graphics7. Fill in the Five-Year Campaign Options Matrix8. Prioritize campaign options to A, B, and C level plans9. Estimate the resources required for A, B, and C level plans

Tools and Models:1. Pre-Wonewok Assignment workbook2. Business Alignment Excelerator™3. Awareness, Interest, Desire, and Action4. Promotional options: concentrated, flighting, consistent, pulsing5. Customer and Products/Services Matrix6. Customer, Message, and Vehicle Matrix7. Five-Year Campaign Options Matrix

Roles:1. Participant as representative of your library or organization2. Participant as representative of other librarians in a library or organization like yours3. Learner and supporter as a team member4. Learner and supporter as a coaching partner5. Evaluator as an ALA member6. Future facilitator of a campaign development effort7. Future leader of your own @ your library campaign

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Guided ExerciseCustomers and Products/ Services Matrix

The facilitator will guide you through this multi-step exercise. See PM page 29 for anexample of the matrix your team will create. See PM page 31 for a blank matrix.

One library or organization has been selected as the example for which your team willcreate the Customers and Products/Services Matrix. One team member, then, becomesthe client and the other team members become the consultants. The job of the consultantsis to help the client build a great 5-year plan. The client makes the ultimate choices; theconsultants ask questions, offer options and clarify choices through the following steps.

1) Identify the key customers and customer groups of the ‘example library’ in 2006.Use the list on PM page 28 and the pre-Wonewok workbook to get you started.a) Write each customer or customer group on a separate ½ colored sheet of paper,

label each sheet “C”.b) Select only the customers, who when combined, make up 80% or more of your

patronage.c) On each customer or customer group ½ sheet, list the most important needs (1-3)

they have, label each sheet “N”.d) Place them on separate ½ sheets on the left hand column of the sticky wall. Label

that column “Customers”.

2) Identify the products and services that the ‘example library’ will offer to meet thecustomers’ needs. See PM page 28 for examples and page 18 in the pre-Wonewokworkbook – the Vision Statement.a) Write each product or service on a separate ½ sheet of colored paper, label each

sheet “P/S”.b) Select only the most important products and/or services.c) Decide whether the product/service will be available early (2001-2002), mid

(2003-2004) or late (2005-2006).d) Place the cards at the top of the sticky wall along the products/services row.

3) Identify, for each customer, the major benefit(s) that will be received by each of theproducts and services offered for that customer. See PM page 28 for examples.Benefits are re-written ‘customer needs’, for example, a ‘need’ might be “Internetskills” and a corresponding ‘benefit’ might be “gains introductory Internet skills”.a) Write the benefits on ½ sheets of colored paper, label each sheet “B”. Benefits

are the needs that will be met because of the product or service offered.b) Select only the most important benefits.c) Place the benefit cards on the part of the sticky wall that indicates the intersection

of the customer and the product/service.

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4) As a team, answer the following questions and write the answers on a flipchart:a) Do the products and services listed really meet the needs of the customer groups?b) Are the benefits stated in language from the customers’ perspective?c) What is the value of constructing this matrix?

5) Presentation by teamsa) Indicate the kind of library that your ‘example library’ is: school, academic or

public library or state organization.b) Mention two of the key customers/customer groups and two of the most important

products/ services that will available to them in 2006.

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Customer and Products/Services MatrixResource Page

Customers/Customer GroupsChildren Library BoardStudents Friends of LibraryYoung adults PoliticiansAdults TrusteesParentsGrandparentsSenior citizensTeachersFacultyFacilitatorsBusiness leaders and membersClub leaders and membersSocial groupsAssociations and political groupsAgency leaders and membersOfficialsHistoriansGenealogistsWritersScientistsInmates and patients

NeedsGeneral knowledgeEntertainmentTargeted topicsResource recommendationsQuick accessAccurate informationMulti-source confirmationBooks, manuscripts, videos, etc.Global accessSharing of information with othersResource poolingImmediate accessInternet linkageDocument services: copying, scanning, etc.Skill developmentSocial interactionSocial servicesComputer interfaceMeeting facilities

Products and ServicesProductsBook and other collectionsResource listsComputers and softwareResearch guidesSkill development guidesMeeting facilitiesSpecial topic researchSpecial topic forums

ServicesResearchCollection developmentManuscript acquisitionResource recommendationsTraining programsResearch team linkingGlobal information sharingCommunity planning assistanceAuthor presentations

BenefitsOn demand resourcesOn demand learningOn demand informationValid and reliable informationFull access to informationTargeted resourcesSave timeFast responseDepth of resourcesExpert advicePositive interpersonal interactionsPositive climate about learningLearning at your own rateAccess to the world’s resourcesEaseSafetyWell being

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@ your library --Target AudiencesOne of the challenges the campaign faces is the diversity of audiences to which it mustspeak. Each ALA member organization has different needs and will be inclined toprioritize the audiences for the campaign differently. The four "mini" campaigns —public, school, academic and special — will provide the structure for maximizing theoutreach to each target audience.

As no campaign can be everything to everybody without losing impact, three targetaudiences have been identified:

• Users/Potential Users

• Influentials

• Catalysts

Users/Potential Users• Students: Students, from grade school through post-graduate education, are key to

the future of libraries. Developing comfort, familiarity, positive feelings, andreliance on libraries at a young age helps ensure loyalty and support throughoutone's life. Thus, students are an audience group that is important to all four "mini"campaigns. Moreover, while they are a strong user group currently, the ease andaccess of conducting research and coordinating projects online could weakenstudents' traditional link to and reliance on the library. The campaign must re-educate this target population about the extensive and easy-access resources oflibraries and the unique services that librarians can provide.

• Parents: Developing programs and activities designed to launch young childrenon their lifelong learning journey is a key strength of libraries, particularly publicand school. Parents have long relied on libraries and librarians to help themprovide these educational and learning opportunities — free of charge — to theirchildren. In addition, many of adults' own warmest feelings toward libraries wereformed as children. As children learn at an earlier age to use computers(sometimes as early as age 2), and as market-savvy companies grow their productbase for these very young learners, many parents are turning to the computer as asubstitute for library programs. The campaign should reinvigorate parents ofyoung children to the myriad of caring, hands-on and free programs that can —and should — supplement at-home computer learning.

Influentials• Elected Officials: Elected officials at the state and local levels (e.g., mayors, state

legislatures, city councils, etc.), Federal legislators, and key members of theExecutive branch are all critical audiences for the campaign as they are the keydecision-makers during funding and advocacy debates. This group is important toall four "mini" campaigns, although not always for the same reasons. Thiscampaign must educate this target audience about the important benefits of

31

libraries to individuals and society and the need for continued and increasedfunding (when appropriate).

• School Boards/Administrators: Local school boards, university and collegeadministrators, Boards of Trustees, foundations, major philanthropists and otherdecision-makers in the education arena are critical audiences, primarily for theschool and academic "mini" campaigns. The campaign must proactively reach outto this audience group to ensure that libraries are top-of-mind when they makecritical decisions about funding and/or programs.

• Senior Citizens: Senior citizens, in addition to being a strong user group forlibraries, also have tremendous collective influence with elected officials. Indeed,as the baby boom ages, seniors will comprise a larger and larger proportion of thevoting public. This campaign must proactively educate this audience group aboutthe valuable role and service libraries can and do play in their lives. Thisfoundation of understanding and support is critical to ensure that this constituencycan be leveraged and engaged on critical funding or advocacy initiatives.

Catalysts• Allies/Partners: Because libraries have always enjoyed very strong public support

as well as an incredibly strong grassroots network, finding allies and partners hasbeen a relatively easy task. The difficulty is finding partners and allies wherethere is equal or greater value and benefit in the partnership to ALA as there is tothe partner. This campaign must help prioritize and evaluate potential partners toensure that they are being made with a strong strategic rationale and that theysupport the goals and objectives of this campaign.

• Educators: Since libraries serve a fundamental educational role in our society,educators (e.g., teachers, college faculty, school boards, administrators, educationpolicy experts, etc.) are critical targets as they represent the front lines of supportfor libraries. This campaign must ensure that this group understands the role andvalue of libraries and that they are engaged in the active promotion of libraries.

Media: In addition to being a vehicle to reach target audiences, the media are also a keyaudience. This campaign must ensure that journalists not only develop positive featurestories about libraries, library services and librarians, but that they also appreciate theirrole and value and understand when to call ALA spokespeople to lend a voice to anemerging story.

Example: Customers and Products/Services MatrixCustomers and

their Needs

C and N

Product and Services and their Benefits Early Mid Late

P/S and B

1. C: Adults• N: current• access• ease• guide to

new

P/S Current booksand magazines• B: easy• available• guides

P/S Internetresearch skills• B: skills• reviews• order on-

line

P/S Topic Forums• B:interaction

on topics• knowledge• enjoyment

P/S Researchguides• B: reading• topic

knowledge• writing

2. Children• events• reading

interest• reading

skills

Complete collection• B: triggers for

parents• all find books• prep to read

Story timeexpanded• interest• verbal

skills• interaction• parent time

School linkages• go both

places• learn more

beyondschool

• helpteachers

Parent-childclasses• help

parents helpkids

• readingbasics

• interaction

Basic cataloguecomputer skills• use the

library• care of

books• learn more

3. Students• access• pertinent

materials• age-appro

programs• indepen-

dence

Expand schoolrelated collection• help teachers• more to learn• book reports

Basic catalogue,library computerskills• care for lib.• confidence• find more

on own•

Internet researchskills• find more

on own• use

Internetproperly,well

• curiosity

Games teams andresearch• use classics

to expandgame know.

• New topics• Interaction

with others

4. Genealogists• source help• research

skills• interaction

with others

Basic genealogyresearch tech.• Requirements• Documentation• Methods• Tools

Internetgenealogyresources• Websites• Sharing

Research teamsand researchplanning

• form andmeet

• sharing

Historical forums• topics of

interest• authorities• deeper

knowledge 32

Customer and Products/Services Matrix Individual Worksheet

1. List all your customers and customer groups. Refer to PM page 28 for options. Then star (*) the customers and customergroups that, when combined, take up 80% of your time and resources.

2. List the needs in 2006 for the starred (*) customers and customer groups.

3. List the products and services that your library plans to offer between now and the end of 2006. Are they to be offered in2001-2002 (early), or offered in 2003-2004 (mid), or offered in 2005-2006?

4. List the benefits that your key customers and customer groups will receive from the products and services you plan to offer.33

Customers and Products/Services MatrixCustomersand their

Needs

Product and Services

Early Mid Late

1.

2.

3.

4.

5.

6.

7.

8.

34

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Examples Sorting Exercise

Exercise Instructions1. Locate the folder of promotional materials.2. Give one packet of Internet information to each team member. Allow about 5

minutes for each team member to review his/her packet.3. As a group find examples in the packets of the four buying stages: Awareness,

Interest, Desire and Action (AIDA). As you offer them in as an example, discussyour reasoning.

4. Next, find examples of the our pacing methods of Continuity, Flighting,Concentrated, or Pulsing. Discuss your reasons.

Guided Exercise

Customer, Message, Vehicle Matrix

Exercise Instructions1. Exercise Set Up:

• Place a ½ colored sheet of paper for each of your key customers or customergroups in the left hand column of your sticky wall. (You may use the onesfrom the previous Matrix).

• Place the “benefits” ½ sheets to the left of the correct customer(s).

2. Benefits to Messages:• Form two subgroups of the team. Divide up the customers between the two

subgroups.• The subgroups then transform each “Benefits” statements from the first

matrix (the value that customers receive from the products and services) into“Messages” statement. Messages statements often require only a slightadjustment in the wording. A benefit might be “multiple copies of highdemand books”, a message to the customer might be “you can get the booksyou want”. Messages also provide important information that the customerwill want to know about the product/service, price and place.

• Use ideas from pages 37-40 in your manual.• Write the “messages” on ½ sheets and label them with a “M”. Subgroups

place the “messages” for each customer in the customer’s row, sharing themwith the other subgroup and reaching agreement as a total team.

3. AIDA• Subgroups, continuing with their customer assignments, decide, for the ‘example

library’, the appropriate stage for each message. Should the message be labeledan Awareness message (“A”), or an Interest message “I”), or a Desire (“D”)message, or an Action (“AC”) message based on the current understanding of thecustomers? Write on each of the message sheets the appropriate stage. See PM

36

page 37 for some ideas.

• It might be appropriate to add messages or repeat the messages in slightlydifferent forms, if you notice that all the messages are “Awareness” messages. Ina five-year campaign, the goal is to bring the customers through all the stages toAction! Some messages might need to be said throughout the 5-year campaignand ‘evolve’ over time. Sequence the messages, moving the ½ sheets to showwhich messages would precede others.

4. Brainstorm Vehicles• Next, (subgroups continuing to focus on their customer assignments) using PM

37, select vehicles (promotional tools) that you think might be ‘great ideas’ or‘just the right thing’ for the ‘example library’.

• Select as many as you want at this stage of “brainstorming”. Write the vehicleson separate ½ sheets of colored paper, label them with a “V” and place them onthe sticky wall next to/under the messages sheets.

• Sub-groups share their ideas with each other. Discuss the questions, “How doesthe AIDA model help you?” Select a spokesperson(s) to make a shortpresentation to the other teams.

5. Presentations• Select a spokesperson to share your progress with others. 2 minutes only.

a. Pick one key customer, read aloud the messages for that customer and thevehicles you have chosen.

b. Answer the question: How does the AIDA model help you?

Homework for the ClientThe homework will be used at the beginning of the Monday morning session: Fill inthe following table. Use information from your pre-Wonewok packet page 18 andsuggestions in the Marketing Primer section(pages 16 and 17) of this manual.

Library Goals and ObjectivesWhat are the goals and objectives listed inthe Vision section of your pre-Wonewokpacket? The 5-year marketing plan shouldstrive to meet those goals and objectives!

MeasuresFor each goal or objectives, what are themeasures you will use to gauge progressand indicate success?

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AIDA, Messages and Vehicles

AIDA Messages Examples Vehicles ExamplesAAwareness

Welcome to our new ….Introducing ….You’ve been asking for …, here itis….We now have a direct link with …Librarians are experts!% times you get the book you wantOur @ your library campaign is …Come see our new check outsystemResource linking is our skill …

______ @ your library brand usePosters and bannersFlyers and mobilesPublic notices, press releasesNewspaper articles and lettersAnnouncements at public meetingsFlyers at frequented placesLink to National Library Week, orBanned Books Week, etc.Bulletin BoardsEmail noticesSelect a public spokesperson

IInterest

Specific features included are …This helps you …Personalized service for your needsMeets these key challenges…Saves you time by …Helps you develop more skills by ...Global linkage on ….Best collection on …Key resources linkages are …Service helps you solve X problem

Displays of books and informationBookmarks, pens, hats, etc.Website informationTargeted, detailed flyers at associatedlocations (flyer at Radio Shack)Co-sponsor community eventsPresentations to groups“How to” toolPersonal calls on key customersTV coverage, local paper coveragePartner with community organizationto help with a problem

DDesire

Imagine this working for you …Easy application of ….Simplifies by …Use it while you …It is available quickly at …Enjoy the satisfaction of …You can’t get this anywhere elseInitial reactions have been …

Spokespersons and testimonialsTV coverage of local ‘celebrity’ tourResource lists for key customers‘How we help you’ flyerSponsor events for AARP, PTA,Rotary Club, diverse social groups,handicapped services, Head Start, etc.Feature stories/photos to local papersHost the “Library Bowl” competition

AAction

Come in for quick introduction…Check our website for more …Set an appointment for personalizedserviceRefreshments!Group of like-minded people …Special trial session…Proven, successful service …Customer comments are …

Personal appointmentsSpecial day for …Host special seminars: investments,house buying, genealogy, etc.Offer GED classes and other tutoringCommunity topic debatesVoter registration servicesResearch table at local companiesTeachers Day

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@ your library -- Key MessagesBelow are key messages and talking points for your use in communicating about TheCampaign for America's Libraries and the value of libraries and librarians in yourcommunity.

Libraries are changing and dynamic places.Librarians are techno-savvy, on the forefront of the information age. In a world that'sinformation rich, they are information smart, and help ensure a society where everyone isinformation literate. You'll find the right answer @ your library™.

Libraries are places of opportunity.Libraries are part of the American dream. They are a place for education and self-help.And because they offer free access to all, they bring opportunity to all.

Libraries bring you the world.Libraries are unique. In person. Online. Where else can you have access to nearlyanything on the Web or in print as well as personal service and assistance in finding it?

These messages were developed after substantial internal research among ALA members,a review of public opinion research and external research among consumers. Themessages meet the following criteria:

Convey what is unique about libraries. The messages distinguish the unique role thatlibraries play in our society versus that of perceived "competitors," mega-bookstores andthe Internet.

Communicate about librarians as well as libraries. The campaign's messages aredesigned to ensure that target audiences know that today's librarian is a well-trained,technology-savvy, information expert who can enrich the learning process of any libraryuser — from early reader to graduate student to young Web surfer to retiring seniorcitizen.

Be important and relevant for both internal and external audiences. The messages notonly resonate with external audiences, but also have been — and must continue to be —embraced by the internal library community as well.

Finally, the campaign messages are broad in scope and are adaptable to the diversity oflibraries involved in the campaign.

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@ your library -- Talking PointsTalking points on the value of librarians:

• Librarians are the ultimate search engine. Librarians are trained experts in findinginformation, wherever it is — in books, in archives, on the Web.

• In a world of information overload, librarians are information navigators —clearing a path, pointing you toward the information you need.

Talking points on the theme of opportunity:

• In a world where knowledge is power, libraries open doors to knowledge andbring power to any who want to enter.

• With yourself as your teacher and your librarian as coach, libraries are a place oflifelong learning.

Talking points on the theme of changing and dynamic:

• For many libraries, miles are meaningless. Libraries today are connected toinformation and resources around the world. Pittsburgh reaches Paris, small townMaine connects with Los Angeles, Boise accesses Beijing. Today's librarytechnology means that information from around the world is just a few clicksaway.

• What's happening at your library? In one typical library, three o'clock onMondays means children are listening to a storyteller, first-time computer usersare learning to navigate the Web, retirees are in a discussion group on the latestbestseller, and students are surfing the Internet in search of information for theirterm papers.

Talking points on the theme of bringing you the world:

• For many libraries, miles are meaningless. Libraries today are connected toinformation and resources around the world. Pittsburgh reaches Paris, Boiseaccesses Beijing. Today's library technology means that information from aroundthe world is just a few clicks away.

• Libraries are your neighborhood's "How To" resource. How to cook the perfectsoufflé, write a better resume, find government information, do your homework— it's all @ your library.

• Libraries are the ultimate equal-opportunity resource.

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@ your library -- Tips for Talking About Today'sLibraries

The following should be kept in mind when communicating about libraries:

• Illustrate or at least allude to the diverse set of experiences and opportunitiesavailable to users of all ages. Continue to emphasize the family-friendly, safe-haven aspects of libraries.

• Point out that libraries offer more than just printed materials — they provideaccess to computers, the Internet, activities, etc.

• Reassure users that old-fashioned, in-person service along with traditional printedmaterials are not about to disappear at the expense of new library technologies.

• New technologies should be stressed — especially in terms of offering vastlyincreased resources along with the library staff to help users navigate theseresources.

• Communicate that while people can access some of these resources at otherplaces, the library offers them all in one place.

• Profile the changing role of the librarian (friendly, tech-savvy and skilled atguiding patrons in the right direction).

Link the value of libraries to personal benefits. Stress the concepts of economicopportunity and self-growth and improvement.

Example: Customer, Messages and Vehicle Matrix

Customers andBenefits

Messages

1. Adults• Needs• Benefits

M: We have currentcollectionV: 1.What’s newposters, 2. bookmarks, 3. tables, 4.survey of interest

M: Easy to getV: 1. # of books instock, 2. touchscreen catalogue tocheck, get on list,3. email notice,

M: Ways to find moreyou likeV: 1. poster of relatedtopics/ authors, 2. para-llel tables, 3. re-commedations, 4.interest data bases

M: Want to findout more about it?V: 1. Internetsites, 2. skilldevelopment

M: Here are key topicguides you’ll likeV: 1. resource lists, 2.book or topic clubs

2. Children• Needs• Benefits

M: Parents- we canhelpV: grocery storeflyers, children’sstores flyers, daycare flyers

M: it is fun hereV: buttons, bookmarks, crowns towear,

M: play with usV: interactive stories,children tell stories,toys with stories, artwith stories

M: do more onyour ownV: choose anotherbook activities,worksheets,

M: be a good readerV: posters, lessons,cartoon character,story about goodreaders

3. Students• Needs• Benefits

M: teachers, we canhelpV: planningmeetings, list ofwhat we can do,Curriculum survey

M: easy to findmore resourcesV: topic relatedresource lists, listsof suggested books,etc., resource listsfor teaching

M: interesting newideasV: extender lists,posters illustratinginventions, tool toidentify interests

M: you can findmore on your ownV: Examples,computerexercises, Internetexercises

M: be an expert atyour gamesV: tips for gameplaying, lists of topicsto know more about,tips for going beyondgames

4. Genealogists• Needs• Benefits

M: we can tell youhow to do itV: flyer,announcement,posters, class

M: here are thebest resourcesV: list of guides,sites, basic refer-ences, methods

M: yes, you can use theInternetV: flyer, poster, stepsto follow, pr release,testimonials,

M: work withothers like youV: flyer, teamtopic posters, prrelease of findings

M: learn more aboutyour own historyV: pr speakerannouncement, TV,radio

41

Customers, Messages and Vehicles Matrix Individual Worksheet

1. List the key customers or customer groups for your library or organization. Refer to the Customers and Products/Services Matrix.

2. List the benefits the customers and customer groups 3. Write the messages that the library will send about receive from the products and services offered. each of the benefits.

4. For each message, suggest a variety of communication or marketing vehicles that could be used to convey that message between now and 2006.

42

Customer, Messages and Vehicle Matrix

Customersand Benefits

Messages1. 2. 3. 4. 5. 6. 7.

1.

2.

3.

4.

5.

6.

7.

8.

43

44

Examples of Excellent Campaigns

2000 Olympics 3M Nike Gold Shoe Story – LaBreche and Murray Public Relations

The overall campaign included efforts by both Nike and LaBreche and Murray PublicRelations. The efforts of LaBreche and Murray included distribution through 14 mediaoutlets, reaching 3,375,966 people.

National Spokesperson: Mike Johnson, Olympic championMedia Coverage: Media Alert notice, prepared press releases, website articleLocal Coverage: Radio and TV Olympics coverage, newspaper and

magazines articles, website articles, 3M employee andcustomer publications articles

Trade Coverage: Articles in Athletic Business, retailer publications,Athelticsshuz, and sportsshuznewz

National Coverage: Dallas Morning News, Abilene Reporter-News, SpokesmanReview, CNNfn

National Multiple Sclerosis Society – Minnesota Chapter

Packet of Information: Calendar of Events, press releases, fact sheets, Braun’sMS Walk flyer and brochure, mission statement, programsbrochure and MS brochure.

Fundraising and Brauns Fashions MS Walk, Bike Tours, Ride AcrossAwareness Events: Minnesota, Skate Up North, Motorcycle Tour, celebrity

events, Bartender Event

MADD -- Mothers Against Drunk Driving Website http://www.madd.org/Legislative Agenda: List of issues and desired legislation with goal statements.New Summaries: Harvard study, new elementary curriculum, survey

informationEvents Database: Place to list planned eventsSupport Options: Corporate sponsorships listing and descriptionsPrograms: Community, in schools, through businessesInformation: Statistics, hot issues, news

45

@ your library PlatformsThe Campaign for America’s Libraries

The American Library Association has created a brand for the national @ your librarycampaign. Creating a brand name and using it as a consistent platform is a powerful wayto raise the level of awareness of the library public and to create a common orientationthat provides consistency across the nation.

What is so terrific about this brand is that you can customize it to fit the vision, priorities,products, services, customers and messages of your library. Here are examples collectedfrom the ALA @ your library materials.

The Ultimate Search Engine @ your library Volunteer @ your libraryUntangle the Web @ your library Food for thought @ your libraryEverything you want to know about every- Get more out of class @ your librarything you want to know @ your library Make the grade @ your libraryChildren’s Room @ your library Theses and dissertations @ your libraryReference @ your library Writing review @ your libraryPeriodicals @ your library Research made easy @ your libraryArt exhibits @ your library Manuscripts @ your libraryLectures @ your library Investigate @ your libraryStory hour @ your library Garbo meets Rambo @ your libraryHomework help @ your library Dr. Smiths recommendations @ your libraryBack to school night @ your library Within your reach @ your libraryGovernment information @ your library Health and nutrition @ your libraryIts not just academic @ your library Nothing but net @ your library24/7 @ your library Families reading together @ your libraryGet carded @ your library Get mobile @ your libraryBanned Books Week: Read a banned book Build a community of readers @ your library@ your library Freedom to read, hear, view, think @ your libraryTeen Read Week @ your library Literacy is a way of life @ your libraryNational Library Week @ your library The choice is yours @ your libraryBlack History Month @ your library Your final answer @ your libraryWomen’s History Month @ your library Whole wide world @ your libraryHispanic Heritage Month @ your library Many faces, many voices @ your libraryCheck it out @ your library Debate! @ your librarySomething or everyone @ your library Picture this @ your librarySee what’s new @ your library Courage to learn @ your libraryYou’re online @ your library Diversity in motion @ your libraryGet connected @ your library Set your sites @ your libraryLog on @ your library Find your fortune @ your libraryGet wired @ your library Build a brighter future @ your libraryTry surfing @ your library All the ideas that are fit to print @ your libraryGood reads at your library Globe-trotting @ your libraryFind your place @ your library Get information smart @ your libraryCzech out Prague @ your library Everything from Shaq to Shakespeare @ your librarySound advice @ your library

46

Guided Exercise

@ your library Five-Year Campaign Options Matrix

Exercise Instructions1. Theme, platform and logo

• Individually, look over the ideas on page 45. Select 2 or create your own. (2min.)

• Share in a round-robin with the team. Select 3 as a team. The client makes thefinal selection of the theme/platform. 10 min.

• One sub-group: write the platform of your campaign on as many colored sheetsof paper necessary and place over the whole sticky wall. Take 10 min.

• Second sub-group: create a picture, backdrop, or design of some sort thatamplifies your theme (use ½ sheets or flipchart paper and any other materials youwant.) Take 10 min.

2. Years, Goals and Measures• Insert the years of the campaign at the top of columns two through six of your

sticky wall. Write the year on a ½ sheet of colored paper. Take 3 min.• List the overall measures that your campaign hopes to achieve in terms of the

following measures (using the homework create by your team “client”). Pickthree key measures such as: 1) percent increase of product use, 2) percentincrease of use of automated systems, or 3) percent favorable customer attitude.Write the measures (in numerical terms) on a ½ sheet of colored paper and put itat the top of the sticky wall near the heading for columns 2-6. Take 3 min.

• For each year, indicate the anticipated level of goal accomplishment for the threemeasures listed above. Write these yearly progress measures on ½ sheets ofcolored paper and put them with the appropriate year. Take 15 min.

• Put the key customers and customer groups (already on ½ sheets of coloredpaper) in column 1. Move the Messages ½ sheets to the left of the matrix on thesticky wall.

3. Sequence the Vehicles• Continue working in the sub-groups assigned to separate customers.• Considering all the options that you selected from the Customers, Messages and

Vehicles Matrix, carefully sequence the vehicles you have identified for eachcustomer listed. Write additional vehicles on ½ sheets of colored paper and placethem at the intersection of the year and the customer. You may select more than onevehicle for each customer/year. This is the time to collect all and the best ideas youhave had so far. And this is the time to use the AIDA model to help guide yourselections. Don’t limit your thinking at this point.

47

4. Creating Optional Plans• Sub-groups continue work. For each customer group, color-code the vehicle options.

Take 20 minutes.a) Put a green dot on all the vehicle options that you think would create the optimal

campaign – the most complete and compelling campaign. You may eliminatesome of the options that you identified earlier. This is your “A” plan for thatcustomer group.

b) Put a yellow dot on the vehicle options that would make a good campaign, onethat will advance the goals of the library substantially. You are likely to usefewer vehicle options than before. This is your “B” plan for that customer group.

c) Put a red dot on the few vehicle options that are absolutely essential for you tomake any progress with your @ your library campaign. You are likely to selectonly a few vehicles. This is your “C” plan for that customer group.

• Sub-groups share their work, presenting their “A”, “B”, and “C” plans. Take 15minutes.

5. Resourcing the Plans• Continue working in the two subgroups. Focus on the most important customer

group for your library (organization) for this exercise. Use PM pages 48 and 49.• Have one subgroup work with the tool on page 48. This tool helps you estimate the

costs (time, money, equipment, space, political will, and expertise) required toaccomplish each of the plans: A, B, and C for the most important customer group.Do a quick estimate of the costs for each plan for your ‘example library’ for thatcustomer group. If time is tight, estimate only the total cost of each plan. Take 20 minutes.

• Have the second subgroup work with the tool on Page 49. This tool helps youestimate the benefits of offered by your library directly to its customers and thecommunity. This tool indicates how much value the community is likely to realizefrom each of the marketing plans: A, B, or C. Focus on the most important customergroup and estimate the value of plans A, B, and C. If time is tight, estimate only thetotal value of each plan. Take 20 minutes.

• A cost-benefit analysis helps you compare costs in dollars to the budget whencompleting an activity against the value offered to the community and the customersof completing (and not completing) the same activity. This kind of analysis allowsdecisions makers to weigh the options more comprehensively.

• Sub-groups share their work. The client makes adjustments to the estimates asappropriate. Also discuss as a full team, “Which is the best plan?” Take 15 minutes.

Team Reports2) Prepare your team report. Remember, our goal is to provide examples that will be

used in the web cast and will assist libraries all over the nation as they create theirown @ your library campaigns. Each team has only 10 minutes for your report. Usethe reporting format on PM page 50. Take 30 minutes to prepare the presentation.

48

Resourcing the Plans: Cost AnalysisCustomer Group: _____________

Resource Required Plan A # $

Plan B # $

Plan C # $

Time required:By staff:By consultants:By others:

Supplies/Materials:Materials:Agreements:

Equipment:Rental:Purchase:Maintenance:Repair:Training:Software:

Space:Moving:Rental:Refurbishing:Furniture:

Political Will:Gain agreement:Active support:Leadership:

Expertise:Train In-house:Get training:Use consultants:Purchase tools:

Staffing:Reallocate staff:Volunteers:Additional staff:

Totals:

49

Resourcing the Plans: Benefit AnalysisCustomer Group: __________

Benefits Gained Plan A # $

Plan B # $

Plan C # $

Basic Literacy:Reading children:Reading adults:Basic skills:Life skills:

Educated Citizens:Expanded reading:Involvement:Voter registration:

School Success:Homework help:Research help:Career Exploration:

Computer Literacy:Basic literacy:Internet skills:Research skills:Sharing information:

Problems Solved:Business issues:Community issues:Personal issues:

Human Growth:Child Rearing:Curiosity index:Self-ManagedLearning:Career Growth:

Community Vitality:Overall engagement:Diversity:Adaptibility:

Total:

50

Team Report Format

Each team is asked to follow this report format. Providing the same information aboutyour ‘example library’ will make the web cast more valuable to the viewers.Unfortunately, each team has only 10 minutes for its presentation. Use notes/drawingson flipchart sheets, create a power-point presentation, and/or point out elements of yoursticky wall to share your teams’ conclusions.

1. The type of library: school, academic, or public or state organization.

2. The name of the library or organization, if appropriate and 2 key goals from itsvision.

3. The theme and logo selected for the library or organization and why.

4. The key customers or customer groups.

5. The selected five year plan for the most important customer/customer group.a. The vehicles selected for each year.

b. The AIDA for each vehicle.

c. Which plan was selected: A, B, or C?

d. A comment about the cost-benefit analysis for your plan or the tool itself.

6. Team reactions to the tools and processes used.

7. A comment about the importance of the ALA @ your library campaign

Example: Five-Year Campaign Options MatrixCustomers (and

Messages) Campaign Years, Measures and Vehicles 33 % ? use in all customer groups

90% automatic check out 30% ? group meetings 5 15 20 25 30 33 10 20 50 70 85 90 5 10 15 20 25 30 2001 2002 2003 2004 2005 2006

1. Adults• Needs• Benefits• Messages

A: What’s newpostersA: TablesA: Surveys ofinterestA: news releasesA: community clubnotices

I: Survey resultsI: # of books instock toolI: touch screenI: email notice listI: email Q&A&RI: news releases,survey storiesI: community clubtopics list, help

D: Posters of relatedtopics, authors,D: parallel tablesD: comments database, posterD: new releasesD: library websiteD: targetedresource lists andpresentations

D: SpeakersD: Internet sitesD: Internet tips,classesD: interest groupsD: new releasesD: local TV, radioD: local celebrity

A: Resource listson-lineA: Ordering on lineA: Interest groupson lineA. InvitationsA: new releases

A: new releasesA: club noticesA: participationpostersA: special events

2. Children• Needs• Benefits• Messages

A: flyers to parentsA: flyers to daycare, churchesA: footprints to thechildrens’ sectionA: news release

A: buttons, crownsA: news releaseI: interactive storiesand news releaseI: toys and storiesand news release

I: Art and storiesnews releaseI: Art in libraryI: Story about achild at the libraryflyer

D: Find anotherbook table and newsreleaseD: TV and radio onreading prep.

A: PostersA: Stickers forreadingA: On my ownwith news release

A: Special topicday news releasesA: Parents andchildren reading dayinvitations

3. Students• Needs• Benefits• Messages

A: flyer to teachersA: meetings withteachersA: curriculumtopics list surveyA: trips to library

I: Topic lists toteachersI: Suggested bookswebsite for studentsI: teacher tipsI: student displays

I: Intriguing ideaslists to studentsI: news releaseI: local news, radioI: problem solvingcontest

D: research quizzesD: computer searchguides and exercisesD: teacher guidesD: Internet huntsD: news releases

A: Game authorspeak and booksA: Game resourceslists on websiteA: On-line gamenights, announcedon line

A: Studentsspeaking eventA: news releasesA: TV, radioA: Beyond gamessuggestions

4. Genealogists• Needs• Benefits• Messages

A: flyer at bookstores, historysection in libraryA: Posters

I: New releasesI: SpeakersI: Referencehandouts

I: Invitationsthrough local pressD: research successarticles

D: News articlesD: Speakersannounced at bookstories

A: Speakers on TV,radioA: Teams formedarticles

A: Interest groupannouncementsA: Genealogywebsite

51

Five-Year Campaign Options Matrix Individual Worksheet

1. Identify the goals for the five-year campaign and the 2. List the years of the campaign below and indicate how measures you will use in 2006 to see if you have much progress is expected each year and the measures accomplished the goals. that will be used to gauge progress.

2. For each of your key customer groups, select the vehicles that you would like to use to communicate about and market your library. Indicate which vehicles will be used per year. At this point in the planning process, choose all the vehicles you think would be valuable; several could be used each year. Consider the AIDA model and the consistency, flighting and concentrated sequencing tool.

3. Put an “A” by all the vehicles above that you believe, in combination, would create the best marketing strategy. Put a “B” by the vehicles that you would choose if you could not do all the “A” vehicles. Put a “C” the few, most fundamental and powerful vehicles that you would select if your resources were severely limited.

4. Use the Cost Analysis and Benefit Analysis worksheets to help you decide whether to adopt the “A”, “B” or “C” plan.52

Five-Year Campaign Options Matrix

Customers (andMessages)

Campaign Years and Measures 2001 2002 2003 2004 2005 2006

1.

2.

3.

4.

5.

6.

7.

8.

53

54

How to Market @ your library

Workshop Evaluation

1. Rate the workshop on an overall basis:

Excellent Very Good Good Fair Poor

2. What were the most valuable skills/ideas you learned in this workshop?

3. What were the least valuable elements?

4. What suggestions do you have for improving the workshop?

5. What will you do differently as a result of participating in the workshop?

6. Rate the following on a scale of 1 to 5: (5 = excellent, 4 = very good, 3 = good, 2 = fair, and 1 = poor)

Workshop content 5 4 3 2 1Meeting facilitator 5 4 3 2 1Pre-workshop assignment 5 4 3 2 1Workshop participant materials 5 4 3 2 1Workshop process 5 4 3 2 1Workshop participation 5 4 3 2 1

If you wish, please expand on your reactions on the reverse side.

Name (optional): _______________________________ Date: ________________

55

Appendix Contents

Sticky Wall Instructions 56

Resources 57

56

“Sticky Wall” Instructions

Fabric1. Purchase nylon fabric that is 54” wide and at least 12 feet long for one “Sticky

Wall.” Often facilitators like to have two “Sticky Walls” for large groups or dualactivities.

2. Use 3M Spray Mount, Artist’s Adhesive which allows for “repositioning’ and is“ideal for temporary bonding”.

3. Spray the fabric ahead of time, following the technique directions on the spraycan. Spray new fabric 2-3 times, touch up already sprayed fabric from time totime. Remove contact lenses when spraying.

4. If additional stickiness is needed during the session or meeting, spray the wallwhen people are on break or at lunch to avoid any possible sensitivity participantsmight have.

Mounting the Fabric on the Wall1. Purchase 3M Command Adhesive Strips for use with 3M™ Large Hooks, Jumbo

Hooks and Picture Hangers.2. Follow the directions on the package of the Command Strips, but it is not

necessary to use the hooks. Affix the Command Strip directly to the fabric andthen directly to the wall. For a 12 foot piece of fabric, 5-6 strips are need, placed2 to 2.5 feet apart. Press the Command Strips firmly to the fabric and firmly tothe wall.

3. To remove the fabric from the wall, follow the directions on the back of theCommand Strip package.

½ Sheets of Paper1. Decide if you want a particular color scheme for different elements of the

exercises.2. Use regular 8.5 x 11’’ colored paper and cut in half.3. Cut at least a 2 inch stack per table group.

To Store the Fabric1. When finished with the meeting or session. Fold the fabric, sticky-side to sticky

side. It will be easy to separate for later use.

57

Resources

Overall1. Charles D. Schewe and Alexander Hiam, The Portable MBA in Marketing,

Second Edition, John Wiley and Sons, Inc., New York, 1998. ISBN 0-471-19367-4.

2. A.B. Reynolds, Effective Organizational Development: A Guide toImplementation for Management, Consultants and Trainers, LakewoodPublications, 1997, ISBN 0-943210-47-X.

Leadership1. Noel Tichy, The Leadership Engine: How Winning Companies Build Leaders at

Every Level, Harperbusiness, 1997, ISBN 0887307930.2. James A. Belasco, Ralph C. Stayer, Flight of the Buffalo: Soaring to Excellence,

Learning to Let Employees Lead, Warner Books, 1994, ISBN 0446670081.3. James M. Kouzes, Barry Z. Posner, Leadership Challenge, How to Get

Extraordinary Things Done in Organizations, Jossey-Bass Pub, 1990, ISBN155542211X.

4. Robert Connors, Tom Smith, Craig Hickman, The Oz Principle: Getting ResultsThrough Individual and Organizational Accountability, Prentice Hall Trade, 1994,ISBN 013032129X.

Business Environment1. Charles Handy, Beyond Certainty: The Changing Worlds of Organizations,

Harvard Business School, 1966, ISBN 0875846718.2. Gary Hamel, C.K. Prahalad, Competing for the Future, McGraw-Hill, 1996, ISBN

0875847161.

Business Direction1. Michael Porter, Competitive Advantage: Creating and Sustaining Superior

Performance, Free Press, 1985, ISBN 0029250900.2. Michael Treacy, Fred Wiersema, The Discipline of Market Leaders: Choose Your

Customers, Narrow Your Focus, Dominate Your Market, Addison-Wesley Pub.Co., 1997, ISBN0201407191.

3. Gary Hamel and C.K. Prahalad, “Strategic Intent”, Harvard Business Review,article, 1989.

4. Michael Robert, Product Innovation Strategy Pure and Simple: How WinningCompanies Outpace Their Competitors, McGraw-Hill, 1995, ISBN 0070531323.

Business Strategy1. David A. Nadler, Marc S. Gerstein, Robert B. Shaw, Organizational Architecture:

Designs for Changing Organizations, Jossey-Bass, 1992, ISBN 1555424430.2. David P. Hanna, Designing Organizations for High Performance, Addison-

Wesley, 1988, ISBN 0201126931.

58

3. Timothy M. Nolan, Leonard D. Goodstein, J.William Pfeiffer, Plan or Die!: 10Keys to Organizational Success, Pfeiffer & Co., 1993, ISBN 0893842079.

Operational Planning1. Peter F. Drucker, The Practice of Management, HarperCollins, 1993, ISBN

0887306136.2. Peter R. Scholtes, The Team Handbook, Joiner Assoc., 1988, ISBN 0962226408.

Communication1. James S. Kouzes, Barry Z. Posner, James M. Kouzes, Credibility: How Leaders

Gain and Lost It, Why People Demand It, Jossey-Bass, 1995, ISBN 0787900567.2. Steven Saint, James R. Lawson, Rules for Reaching Consensus: A Modern

Approach to Decision Making, Pfeiffer & Co., 1994, ISBN 0893842567.3. Robert Bolton, People Skills, Simon & Schuster, 1986, ISBN 067162248X4. Linda Ellinor, Glenna Gerard, Dialogue: Rediscover the Transforming Power of

Conversation, John Wiley and Sons, 1998, ISBN 0471174661.

Processes Resources1. For an overall understanding: Gregory H. Watson, Business Systems

Engineering, John Wiley and Sons, New York, 1994, ISBN 0-471-01884-8.2. For language to express the value of process improvement: Peter G. W. Keen, The

Process Edge, Harvard Business School Press, Boston, Ma., 1997, ISBN 0-87584-588-6.

3. For specific tools: Geary A. Rummler and Alan P. Brache, ImprovingPerformance, How to Manage the White Space on the Organization Chart, Jossey-Bass Publishers, San Francisco, Second edition, 1995, ISBN 0-7879-0090-7.

4. Easy to use guide for the team: Peter R. Scholtes, et al, The Team Handbook,Joiner and Associates, Inc., Second Edition 1996, ISBN 1-884731-11-2.

Structure1. Ronald N. Ashkenas, The Boundaryless Organizations: Breaking the Chains of

Organizational Structure, Jossey-Bass, 1995, ISBN 07890113X.2. Frank Ostroff, The Horizontal Organization, Oxford University, Oxford, 1999,

ISBN 0-19-51238-4.3. Jon R. Katzenbach, Douglas K. Smith, The Wisdom of Teams: Creating the High-

Performance Organization, Harvard Business School, 1992, ISBN 0875843670.

People1. William Bridges, Managing Transitions: Making the Most of Change, Addison-

Wesley, 1991, ISBN 0201550733.2. Robert E. Kelley, How to Be a Star at Work: Nine Breakthrough Strategies You

Need to Succeed, Time Books, 1998, ISBN 0812926765.