Building Buy In Nspra

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how to build buy-in in your school district for change or initiatives -from NSPRA in San Antonio

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Building Buy In Nspra

  1. 1. Building buy-in<br />Selling change in your organization<br />Brian Woodland<br />NSPRA 2011<br />www.peelschools.org<br />www.linkedin.com/in/BrianWoodland<br />hashtag: #nspra11<br />
  2. 2.
  3. 3. But Brian I am so busy…even when I try to relax…<br />
  4. 4.
  5. 5.
  6. 6. “<br />“<br />Any committee that is of the slightest use is composed of people who are too busy to want to sit on it for a second longer than they have to. <br />- Katharine Whitehorn<br />
  7. 7.
  8. 8. You need to work at buy-in to break through the clutter, get attention, and build real team commitment<br />
  9. 9.
  10. 10. “<br />“<br />Commitment unlocks the doors of imagination, allows vision, and gives us the ‘right stuff’ to turn our dreams into reality<br />- James Womack<br />
  11. 11. What we will do together...<br /><ul><li>What is buy-in for?
  12. 12. A bit about change—and us
  13. 13. Get a system commitment
  14. 14. Get a yes from leadership
  15. 15. A quick case in point
  16. 16. Thunderous applause, great evaluations, lunch</li></li></ul><li>
  17. 17. Good PR starts with relationships, with the public, one-to-one<br />
  18. 18.
  19. 19.
  20. 20. “<br />“<br />Preserve and use the human moment. <br />- Crazy Busy<br />
  21. 21.
  22. 22. The point of the video…<br />If we want to reveal the smile we need to go past <br />-what we see<br />-to who the person really is <br />
  23. 23. Brian Woodland<br /><ul><li>Director of Communications, speaker, Dad
  24. 24. Adopted son with an adopted son</li></li></ul><li>Write down<br />-what people see<br />-who you are<br />
  25. 25. A “Transparent” Moment<br />You need to practice grounding<br />
  26. 26.
  27. 27. Why? Because you are here...<br /><ul><li>Am I missing important Will and Kate coverage?
  28. 28. I could use a drink—of water or something.
  29. 29. Should I call my spouse?
  30. 30. I could sleep for five days straight.
  31. 31. When is lunch?
  32. 32. Will this get funny soon??</li></li></ul><li>About Grounding...<br /><ul><li>an inclusion activity
  33. 33. sets norms for humour, participation
  34. 34. brings people into the present
  35. 35. demonstrates value for others
  36. 36. gets brains in the room
  37. 37. focuses mental energy</li></li></ul><li>What we will do together...<br /><ul><li>What is buy-in for?</li></li></ul><li>What are you trying to get buy-in for?<br /><ul><li> what is “right” from a PR perspective
  38. 38. the superintendent’s vision
  39. 39. what is best for kids</li></li></ul><li>What are you trying to get buy-in for?<br /><ul><li>what is “right” from a PR perspective</li></li></ul><li>
  40. 40. Don’t squander your buy-in opportunities with things that just don’t matter—like a staff newsletter!<br />
  41. 41. What are the “right things”?<br /><ul><li>Increase openness/transparency
  42. 42. Support district strategic plan
  43. 43. Do not “sell” district
  44. 44. Not about superintendent image
  45. 45. Encourage parent involvement
  46. 46. Respond to needs of schools</li></li></ul><li>What are you trying to get buy-in for?<br /><ul><li>the superintendent’s vision</li></li></ul><li>By using powerful language, positive communication style, and non-verbal expressiveness, leaders breathe life into a vision. <br />The Leadership Challenge<br />
  47. 47. The superintendent’s vision-really?<br /><ul><li>As system leader has role to guide
  48. 48. You have role to support, enable
  49. 49. Not image-building
  50. 50. Not automatically a “yes”
  51. 51. Remember role of board
  52. 52. Even when you don’t like the idea
  53. 53. Even if you don’t like superintendent</li></li></ul><li>Like what?<br /><ul><li>“Consult” vs “inform”
  54. 54. K-8 vs K-12
  55. 55. Student lottery</li></li></ul><li>Without buy-in, people can’t stand the pressure<br /><ul><li>Need to build real commitment
  56. 56. Staff need to make initiatives their own
  57. 57. Takes time to internalize </li></li></ul><li>
  58. 58.
  59. 59.
  60. 60.
  61. 61. <ul><li> developed with faith groups
  62. 62. system expectation that events will be planned based on the dates
  63. 63. we have moved, cancelled events that conflicted with faith days</li></li></ul><li>
  64. 64.
  65. 65. Without buy-in, people can’t stand the pressure<br /><ul><li>Without buy-in no good act can stand up to even one negative voice</li></li></ul><li>What are you trying to get buy-in for?<br /><ul><li>what is best for kids</li></li></ul><li>
  66. 66. What’s best for kids<br /><ul><li> direct support of schools
  67. 67. will it help students succeed?
  68. 68. research supports</li></li></ul><li>
  69. 69. What we will do together...<br /><ul><li>A bit about change—and us</li></li></ul><li>We need a common understanding of what “change” means…<br />
  70. 70.
  71. 71. A bit about change—and us<br /><ul><li> how do “we” feel about change?
  72. 72. how do “they” feel about change?
  73. 73. what do we do?</li></li></ul><li>Do we really notice how much has changed around us... <br />
  74. 74.
  75. 75. How do “we” feel about change?<br /><ul><li> yes, thank you!
  76. 76. we love the challenge, the excitement
  77. 77. it’s a rush!</li></li></ul><li>Our theme song about change…<br />
  78. 78. How do “they” feel about change?<br /><ul><li> no, thank you
  79. 79. I said no
  80. 80. I mean no.</li></li></ul><li>“Their” theme song about change?<br />
  81. 81. Quick quiz:<br />What percentage of your time—and that of the senior leaders in your district—is devoted to creating a shared and outwardly focussed long-term view of the future? <br />The average time amongst senior executives is around __ per cent?<br />
  82. 82. Answer: 3%<br />Source: The Leadership Challenge, James Kouzes and Barry Posner<br />
  83. 83.
  84. 84. “<br />“<br />People don’t resist change. They resist being changed!<br />- Peter Senge<br />
  85. 85. Top 5 barriers to change (idea-killers)<br />We’ve never done it before<br />We tried that once and it failed<br />We don’t have enough money<br />It is the wrong time of year <br />5. Can we talk about it more?<br />
  86. 86.
  87. 87.
  88. 88. “<br />“<br />Change is hard because people overestimate the value of what they have—and underestimate the value of what they may gain by giving that up.<br />- James Belasco<br />
  89. 89.
  90. 90. Remember the...…<br />
  91. 91. What do you think of when I say “the Alamo”? <br />
  92. 92.
  93. 93. “<br />“<br />If you want to build a ship, don't gather your people and ask them to provide wood, prepare tools, assign tasks. Call them together and raise in their minds the longing for an endless sea. <br />- Antoine de Saint-Exupery<br />
  94. 94. Question time:<br />What is our “longing for an endless sea”?<br />
  95. 95. “<br />“<br />If there is hope in the future there is power in the present.<br />- John Maxwell<br />
  96. 96.
  97. 97. “<br />“<br />Hope is the great activator.<br />- ZigZiglar<br />
  98. 98. 145,000 students: One picture of the future<br />Getting to the heart of the matter<br /><ul><li> be passionate about what you believe
  99. 99. be the ongoing advocate
  100. 100. be willing talk the talk
  101. 101. be prepared to take the high road
  102. 102. use your communication prowess
  103. 103. lead the conversation about learning</li></li></ul><li>
  104. 104. “<br />“<br />Hope is the foundational quality of all change.<br />- Alfred Adam<br />
  105. 105. There are good ways and bad ways to make change happen...<br />
  106. 106.
  107. 107.
  108. 108.
  109. 109. “<br />“<br />Changing the attitude and behaviour of people is very, very hard to accomplish. You can't simply give a couple of speeches or write a new credo. If employees don't see the key changes in what you say and do and in your behaviours and mannerisms, it's hard to change the culture. <br />- Thomas J. Neff and James M. Citrin, You’re in Charge—Now What?<br />
  110. 110. “<br />“<br />Management deals with the here and now. Leadership looks beyond the present to imagine what could be.<br />- Jim Clemmer, Leader's Digest<br />
  111. 111.
  112. 112.
  113. 113. “<br />“<br />Leadership and learning are indispensable to each other.<br />- JFK<br />
  114. 114. What we will do together...<br /><ul><li>Get a system commitment</li></li></ul><li>What we say...<br /><ul><li>“R” for research critical part of our RACE work
  115. 115. We believe in listening
  116. 116. All ideas are good ideas
  117. 117. We want to hear other voices</li></li></ul><li>
  118. 118.
  119. 119. And we do for external audiences. But really, we think people in our district should just…<br />
  120. 120. The truth is... we just want people to trust in our fabulousness! <br />
  121. 121. Why...<br /><ul><li>This is our area of expertise
  122. 122. We know what’s best
  123. 123. Frustrated by slow pace
  124. 124. Some ideas are dopey
  125. 125. And the big one..people will love our idea so much they won’t worry that we did not consult..In other words we are...</li></li></ul><li>
  126. 126.
  127. 127.
  128. 128. WBI<br />
  129. 129. WBI<br />WORLD’S BEST IDEA<br />
  130. 130. We are VERY excited about our WBI...<br />WBI<br />
  131. 131.
  132. 132. We are afraid if we share our WBI internal staff might not recognize our innate brilliance...<br />WBI<br />
  133. 133.
  134. 134. Bad news.  <br />Not everyone will love your WBI.<br />Ever.<br />
  135. 135. But the pesky input makes your WBI even better. Always.<br />WBI<br />
  136. 136. We need to honour and respect the experience of our internal audiences—seek, award and recognize their expertise<br />
  137. 137.
  138. 138.
  139. 139. Can’t be by coincidence. Need to create formal structures for input.<br />
  140. 140. Sometimes we do great works and the fabulous “thing”, “initiative” or even the “WBI” comes back to us like…<br />
  141. 141.
  142. 142. WBI<br />WORLD’S BEST IDEA<br />
  143. 143. Would you like a fast, easy and free way to avoid the boomerang....<br />WBI<br />
  144. 144. Create a work team/advisory committee<br /><ul><li>Meet monthly
  145. 145. Agenda input shared
  146. 146. Formal representation from principals, vice-principals, assistant superintendents, business
  147. 147. Minutes posted online
  148. 148. Test ideas out, get feedback
  149. 149. Hear how things are on the ground
  150. 150. Builds buy-in. Big time. </li></li></ul><li>“<br />“<br />Breakthrough innovations depend on ordinary people bridging their expertise and building their communities around their insights. <br />- Kathleen Eisenhardt<br />
  151. 151. Remember to pay attention to all system leaders…<br />
  152. 152. “<br />“<br />Leadership is action, not position.<br />- Donald H. McGannon<br />
  153. 153.
  154. 154.
  155. 155. What we will do together...<br /><ul><li>Get a yes from leadership</li></li></ul><li>
  156. 156. Us<br />
  157. 157. Over-eager<br />
  158. 158.
  159. 159.
  160. 160. Them<br />
  161. 161. Super factual<br />
  162. 162.
  163. 163.
  164. 164. There is a missing comma on page 63, paragraph four, line 12...<br />
  165. 165. So that makes us worry our leadership team meeting experience will be less this…<br />
  166. 166.
  167. 167. And more this…<br />
  168. 168.
  169. 169. Get a “yes” from leadership<br /><ul><li>Be part of the “ring of fire”
  170. 170. Do a good job
  171. 171. Welcome input-don’t take personally
  172. 172. Know rules
  173. 173. Watch your language
  174. 174. Know you will not win them all
  175. 175. Be prepared
  176. 176. Talk kids</li></li></ul><li>Get a “yes” from leadership<br /><ul><li>Be part of the “ring of fire”</li></li></ul><li>Are you at the table?<br />
  177. 177. <ul><li>Your role—take it and communicate it as directed. Period.</li></ul>YOU<br />The unofficial org chart<br />“The Action”<br />Decisions, interplay, discussions, arguments <br />
  178. 178. At the table in Peel<br />On senior team<br />on executive committee<br />at private session of board<br />on contingency teams<br />at director’s council<br />part of the ‘learning side’ of the organization<br />
  179. 179.
  180. 180. Ways to get to the table___ become the organizational expert on crisis and crisis planning__ when you attend, be insightful__ find reasons to come to meetings__ find a buddy__ leverage successes__ read and share__ become a good predictor/issue watcher__ always know the news<br />__use other districts as a rationale__ don’t take no for an answerYour ideas...<br />
  181. 181. NO<br />Say NO to NO!<br />
  182. 182. Get a “yes” from leadership<br /><ul><li>Do a good job</li></li></ul><li>Do you sometimes find yourself in the “usual” roles? <br />
  183. 183.
  184. 184. Not this…<br />
  185. 185. Question: What is the role and value of you as a school district PR person? <br />
  186. 186.
  187. 187.
  188. 188.
  189. 189.
  190. 190.
  191. 191.
  192. 192.
  193. 193.
  194. 194.
  195. 195.
  196. 196.
  197. 197.
  198. 198.  <br />On ounce of prevention…<br /> <br />Unless you are:<br /><ul><li>A voice at the table
  199. 199. Focussed on learning
  200. 200. Part of the learning team
  201. 201. Integrated into the organization
  202. 202. Seen as more than a frill or budget cut fodder
  203. 203. Then you cannot build buy-in.</li></li></ul><li>Question time...<br /><ul><li> What is your “C” level in the district?
  204. 204. Credibility</li></li></ul><li>What do we want most as professional communicators in education? (quick tip—not a cool new mug!)<br />
  205. 205.
  206. 206.
  207. 207. “<br />“<br />The pinnacle is that of a trusted advisor, in which virtually all issues are open to discussion and exploration. The trusted advisor is who we turn to when an issue first arises.<br />- The Trusted Advisor<br />
  208. 208. Why they should NOT listen to you<br /><ul><li> you came from the public sector, or straight from college... You really know nothing about education, and I don’t even believe this “PR” thing is a profession, so I will do what I think is best
  209. 209. You came from the private sector as a trained communicator... You don’t get education, and you never will. You never worked the frontlines, so I will do what I think is best.
  210. 210. You were a teacher in the system... You don’t know anything that I don’t know, so I will do what I think is best. </li></li></ul><li>So, how do you become the trusted advisor<br /><ul><li> Win awards
  211. 211. Get your APR
  212. 212. Manage crises and issues superbly
  213. 213. Stay focussed on what matters to your district</li></li></ul><li>
  214. 214.
  215. 215. The communication department’s work is focused on service to schools and their staff Janet McDougald<br /> Chair of the Board<br /> Peel District School Board <br />
  216. 216. Late breaking news…I do not have a strategic communications plan!<br />
  217. 217.
  218. 218.
  219. 219. Sometimes put your leadership team or board through a stress test!<br />
  220. 220. “<br />“<br />We are willing to pay an expert hundreds of dollars an hour for advice, but we're unwilling to pay ourselves the courtesy of trusting that our own instincts and knowledge can guide us to successful completion.<br />- Eric Maisel<br />
  221. 221. Get a “yes” from leadership<br /><ul><li>Welcome input-don’t take personally</li></li></ul><li>
  222. 222. Super factual<br />
  223. 223. Even brutally honest feedback makes us better—to a point…<br />
  224. 224.
  225. 225. With so many team players and cheerleaders the brutally honest make us better. Really.<br />
  226. 226. Someone needs to tell you about the missing comma...<br />
  227. 227. “<br />“<br />Leaders learn by leading, and they learn best by leading in the face of obstacles. As weather shapes mountains, problems shape leaders.<br />- Warren Bennis<br />
  228. 228. Get a “yes” from leadership<br /><ul><li>Know rules</li></li></ul><li>Understand the structure, rules of engagement and how group works together…<br />
  229. 229.
  230. 230. Ask..how is agenda structured, where am I on the agenda, who else is on the agenda, how and when are questions taken, who is there, how much/little background etc. <br />
  231. 231. In other words, know the secret handshake, or hand gesture…<br />
  232. 232.
  233. 233.
  234. 234.
  235. 235.
  236. 236. Why not just have the superintendent tell them we are doing it…<br />
  237. 237. Get a “yes” from leadership<br /><ul><li>Watch your language</li></li></ul><li>Don’t let the wrong words form a barrier to getting ideas through leadership council in a “presentation”<br />
  238. 238.
  239. 239.
  240. 240.
  241. 241. Watch your words<br /><ul><li>Journalism
  242. 242. Gotcha Journalism</li></li></ul><li>“Is your item for information, dialogue or discussion...”<br />
  243. 243. Get a “yes” from leadership<br /><ul><li>Know you will not win them all</li></li></ul><li>
  244. 244. If only every idea—no matter how un-sellable—was this easy to sell to senior team<br />
  245. 245.
  246. 246. We believe our communication skills will prevail, but some ideas aren’t sellable…<br />
  247. 247.
  248. 248. Get a “yes” from leadership<br /><ul><li>Be prepared</li></li></ul><li>Be prepared, be calm, be ready. Not…<br />
  249. 249.
  250. 250. If under pressure you sweat, lose track of words, flush red, sob uncontrollably—don’t. And be ready.<br />
  251. 251.
  252. 252.
  253. 253. Don’t have a missing comma on page 63, paragraph four, line 12...<br />
  254. 254.
  255. 255. And being prepared means if you don’t have the right answers, you have the right questions<br />
  256. 256.
  257. 257. “<br />“<br />Questions wake people up. They prompt new ideas. They show people new places, new ways of doing things. They help us admit that we don’t have all the answers. They help us become confident communicators<br />- Leading With Questions<br />
  258. 258. Get a “yes” from leadership<br /><ul><li>Talk kids</li></li></ul><li>“<br />“<br />To work in the world lovingly means that we are defining what we will be for—rather than reacting to what we are against.<br />- Christine Baldwin<br />
  259. 259.
  260. 260. Students need this and………..<br />………………………………….<br />…………………………………….<br />………………………….for children. <br />
  261. 261. “<br />“<br />Change the world—one conversation at a time… It is not enough to be willing to speak. The time has come for you to speak. Your time of holding back, of guarding you private thoughts, is over. Your function in life is to make a declarative statement.<br />- Susan Scott<br />
  262. 262.
  263. 263. Speak your mind—even when your voice shakes.<br />
  264. 264. What we will do together...<br /><ul><li>A quick case in point</li></li></ul><li>5 horrifying, jaw-dropping ideas to shut down your senior team<br />Let’s open up Facebook for all students and staff<br />Let’s post senior admin and trustee expenses online<br />Let’s publish our school-by-school violence statistics<br />We need to develop a policy around washroom use by transgendered students and staff<br />Let’s change the board logo<br />
  265. 265. About our culture<br /><ul><li> generally do not like change
  266. 266. thrifty
  267. 267. PR-averse
  268. 268. process is their friend
  269. 269. site-based resistance to direction from centre
  270. 270. of 20,000 staff, 19,998 think they are designers</li></li></ul><li>Logo dated from creation of the original Peel County Board of Education in 1969—and it looked it.<br />
  271. 271.
  272. 272. 145,000 students: One picture of the future<br />About the (beloved) old logo<br /><ul><li> created 36 years ago for the Peel County Board of Education
  273. 273. survived four name changes
  274. 274. is a big “P” and says our names starts with P
  275. 275. was not used consistently, not on school letterhead
  276. 276. not on one of our 221 “branches”
  277. 277. people had an unnatural affection for the “P”--especially my most senior people with all the power, influence, control over my destiny
  278. 278. reviewed (unsuccessfully) in 1991</li></li></ul><li>
  279. 279. The “big P” did not reflect our changed board or brand<br />
  280. 280. 145,000 students: One picture of the future<br />How we did it<br /><ul><li> start at the top
  281. 281. listen--and use process as product
  282. 282. build buy-in/relinquish control
  283. 283. focus launch resources internally
  284. 284. remember external audiences/opinion leaders
  285. 285. leverage successes</li></li></ul><li>Our key message:<br />Peel District School Board deserves a consistent visible identity<br />(the message was not that the old identity was terrible)<br />
  286. 286. One picture of the future<br />Our key message:<br />New signature of the Peel District School Board declares our public commitment to help all students succeed<br />
  287. 287. 145,000 students: One picture of the future<br />How we did it<br /><ul><li> start at the top
  288. 288. build ownership/relinquish control
  289. 289. listen—and use process as product
  290. 290. focus launch resources internally
  291. 291. remember external audiences/opinion leaders
  292. 292. leverage successes</li></li></ul><li>145,000 students: One picture of the future<br />Start at the top<br /><ul><li> brought to full board
  293. 293. not under the radar—high profile
  294. 294. involve most senior people on “blue ribbon” committee
  295. 295. brand the branding—Picture the Future
  296. 296. deal with concerns before they become stumbling blocks(25 year club, heritage)
  297. 297. represent the system
  298. 298. get it approved and process defined</li></li></ul><li>One picture of the future<br />Future Committee:<br />Director, chair, two trustees, superintendent of education, finance superintendent, appointed elementary principal, appointed secondary principal<br />
  299. 299. 145,000 students: One picture of the future<br />How we did it<br /><ul><li> start at the top
  300. 300. build ownership and capacity/relinquish control
  301. 301. listen—and use process as product
  302. 302. focus launch resources internally
  303. 303. remember external audiences/opinion leaders
  304. 304. leverage successes</li></li></ul><li>145,000 students: One picture of the future<br />How?<br /><ul><li> committee members always spoke first
  305. 305. no pre-meetings—ever
  306. 306. made personal commitment
  307. 307. listen to advice—even if not what I thought (How many balloons?)
  308. 308. use their voices
  309. 309. facilitate--don’t direct
  310. 310. do not underestimate—help build capacity(hotel room/fashion examples)
  311. 311. make it fun/worthwhile/valuable</li></li></ul><li>145,000 students: One picture of the future<br />How we did it<br /><ul><li>start at the top
  312. 312. build ownership and capacity/relinquish control
  313. 313. Listen—and use process as product
  314. 314. focus launch resources internally
  315. 315. remember external audiences/opinion leaders
  316. 316. leverage successes</li></li></ul><li>145,000 students: One picture of the future<br />Process is my best friend<br /><ul><li> system likes process—comfortable—so use it
  317. 317. start with RFP—reviewed based on criteria
  318. 318. six companies invited, four presented, two reference checked
  319. 319. committee made choices—had total ownership at each stage
  320. 320. many times where more info was needed about design etc.
  321. 321. choice made was unanimous</li></li></ul><li>145,000 students: One picture of the future<br />About our culture<br /><ul><li>generally resistant to change
  322. 322. thrifty
  323. 323. PR-averse
  324. 324. process is their friend
  325. 325. site-based--resistance to centre
  326. 326. 20,000 staff, 19,998 think they are designers</li></li></ul><li>145,000 students: One picture of the future<br />How do you create a logo—I mean visual identity—without definition of organization need/brand<br /><ul><li> consult—ask
  327. 327. extend “branding brand” with Picture the Future survey
  328. 328. Use info to separate personal opinion from organizational need
  329. 329. remember that process is their friend
  330. 330. test on most senior—then change—and feedback
  331. 331. make survey be seen as neutral
  332. 332. leave nothing to chance</li></li></ul><li>
  333. 333.
  334. 334.
  335. 335. Survey was a success<br />Survey was a success<br /><ul><li>over 500 people responded—unions, senior staff, trustees, parents, school councils, faith leaders, community agencies, business leaders, teaching and non-teaching staff, mangers, students
  336. 336. agreement on words
  337. 337. old “P” did not reflect our board/brand
  338. 338. distinct design direction given
  339. 339. useful info—comments re heritage of old logo
  340. 340. guided committee at each step—words put on boards around room at each meeting
  341. 341. through process defined our brand—for the first time</li></li></ul><li>145,000 students: One picture of the future<br />What they said<br /><ul><li>The Peel board is student-focussed, diverse and progressive.
  342. 342. The tone should be fun, youthful and modern.
  343. 343. The identity should be bold, simple, timelessand make use of a symbol.</li></li></ul><li>145,000 students: One picture of the future<br />Now over to Hambly and Woolley Inc. <br /><ul><li> brought ten fully-rendered designs
  344. 344. committee asked for three to be refined
  345. 345. narrowed to one—many revisions
  346. 346. lively discussion but words were guide for what to choose, decide
  347. 347. brought up core questions about our brand—big or little, for example
  348. 348. involved a “journey”—some loved it logo—some not—all came to love it </li></li></ul><li>145,000 students: One picture of the future<br />And the winner is...<br /><ul><li>presented to board June—18 months after start of process
  349. 349. presented in private session
  350. 350. all committee members spoke
  351. 351. shared the journey
  352. 352. started with words
  353. 353. unveiled—then explained logo
  354. 354. then gave sample pieces—portfolio, cards, letterhead
  355. 355. Approved! Applause! When do I get my hat?
  356. 356. keep it secret for three months!!</li></li></ul><li>Nothing left to chance<br />Nothing left to chance <br />Report of the Picture the Future Committee-In-Committee<br />June 14, 2005<br />Brief Overview – Brian <br />Initial Process – Brian <br />Survey Results – Brian<br />Design Process – Barb & Bob<br />Heritage and Preservation of the 'P' – Barb & Bob<br />Review Process – Rani & Judy<br />Logo Unveil – Barb & Bob<br />Elementary – Hazel <br />Secondary – Scott<br />Staff – Connie<br />Committee Stands Behind Logo – Jim <br />Questions – Jim/Brian<br />Motion – Janet<br />Rollout After Approval – Janet<br />
  357. 357.
  358. 358. One picture of the future<br />
  359. 359. One picture of the future<br />
  360. 360. One picture of the future<br />
  361. 361. 145,000 students: One picture of the future<br />How we did it<br /><ul><li>start at the top
  362. 362. build ownership and capacity/relinquish control
  363. 363. Listen—and use process as product
  364. 364. focus launch resources internally
  365. 365. remember external audiences/opinion leaders
  366. 366. leverage successes</li></li></ul><li>145,000 students: One picture of the future<br />Use existing, expected event for launch <br /><ul><li> start-of-year speech became our big gamble
  367. 367. command performance for all system leaders
  368. 368. talked to committee—gathered ideas
  369. 369. each member had a “thing”—van, balloons, display system, pen, pin, briefcase
  370. 370. we decided to build on that with a “something for everyone” strategy
  371. 371. integrated committee into event
  372. 372. logo launch—secret centrepiece of speech
  373. 373. all materials “hinted” at logo in advance</li></li></ul><li>145,000 students: One picture of the future<br />Advance material hinted at visual identity, speech laid groundwork by focussing on importance of first impressions<br />
  374. 374.
  375. 375. 3 Questions<br />
  376. 376. 3 Questions<br />
  377. 377.
  378. 378. One picture of the future<br />Unveiling the new visual identity for Peel DistrictSchool Board—video provides concrete, not abstract, message and connection<br />
  379. 379. One picture of the future<br />
  380. 380.
  381. 381. New signature of the Peel District School Board declaresour public commitment to help all students succeed<br />
  382. 382. Leaders given material to deliver the message<br /><ul><li> copy of video
  383. 383. speaking notes
  384. 384. q and a
  385. 385. exact instructions and timeline
  386. 386. call to action</li></li></ul><li>One picture of the future<br />
  387. 387.
  388. 388. 145,000 students: One picture of the future<br />“Something for everyone” means everyone<br /><ul><li> chocolate business cards
  389. 389. launch kit with briefcase, pen, pin, video, all key publications usually have to wait for
  390. 390. unveil of new vans
  391. 391. new display systems
  392. 392. balloons--a big seller
  393. 393. told of external launch
  394. 394. lunch bags for frontline staff at separate event</li></li></ul><li>
  395. 395.
  396. 396.
  397. 397.
  398. 398.
  399. 399.
  400. 400.
  401. 401. 145,000 students: One picture of the future<br />Honour internal audiences<br /><ul><li> we say our internal audiences will always have information first
  402. 402. no surprises policy
  403. 403. event on Wednesday, holiday on Monday, public launch on Tuesday</li></li></ul><li>Honour internal audiences<br /><ul><li> leaders had video and notes to use before Tuesday launch
  404. 404. all staff received launch mailer before public
  405. 405. launch mailer—committee member idea—”I wish people could think about the words before they saw the logo”
  406. 406. at least 70 per cent of principals showed video—our goal was 50 per cent</li></li></ul><li>Honour internal audiences<br /><ul><li>mailer shared “the journey”
  407. 407. Idea of committee member</li></li></ul><li>
  408. 408.
  409. 409. 145,000 students: One picture of the future<br />External audiences-opinion leaders<br /><ul><li> opinion leaders (politicians, community agencies, faith leaders, boards of trade members, other communicators, media, ministry of education, etc.) sent launch mailer
  410. 410. sent in custom envelope that reinforced message
  411. 411. directed to www.peelschools.org for more information
  412. 412. we sent 5000</li></li></ul><li>145,000 students: One picture of the future<br />External launch—used existing media opportunity<br /><ul><li>start-of-school is a natural time for media stories—but lots of competition,
  413. 413. we launched at our new Oscar Peterson Public School—with Oscar Peterson
  414. 414. unveiled first school sign, played his music
  415. 415. gave media all information—including cost
  416. 416. connected first with local media and with issues management at ministry
  417. 417. second launch in Brampton</li></li></ul><li>
  418. 418. TORONTO STAR<br />SEPT. 7, 2005<br />
  419. 419. MISSISSAUGA NEWS<br />SEPT. 7, 2005<br />
  420. 420. BRAMPTON BULLETIN <br />SEPTEMBER 8, 2005<br />
  421. 421. 145,000 students: One picture of the future<br />External audiences-beyond the launch<br /><ul><li> camera-ready article for parents
  422. 422. www.peelschools.org electronic version of launch mailer, teaser emails
  423. 423. integrated into events/speeches
  424. 424. asked all principals to talk to school councils</li></li></ul><li>145,000 students: One picture of the future<br />How we did it<br /><ul><li>start at the top
  425. 425. build ownership and capacity/relinquish control
  426. 426. Listen—and use process as product
  427. 427. focus launch resources internally
  428. 428. remember external audiences/opinion leaders
  429. 429. leverage successes</li></li></ul><li>145,000 students: One picture of the future<br />Seek out opportunities to build on the success, continue with momentum, see the transformation of simple things into powerful brand extensions<br />
  430. 430.
  431. 431.
  432. 432.
  433. 433.
  434. 434.
  435. 435.
  436. 436.
  437. 437.
  438. 438. 145,000 students: One picture of the future<br />Some measures of success<br /><ul><li> the logo was approved
  439. 439. no criticisms/issues
  440. 440. exceeded all communication objectives/targets
  441. 441. we cannot keep up with demand for items
  442. 442. no use of old logo--within a week
  443. 443. new logo is used consistently
  444. 444. now rolling out standard school signage and letterhead
  445. 445. won two major awards</li></li></ul><li>
  446. 446. Some feedback<br />I love the logo. Great job on the launch! – reporter, Mississauga News <br />This was the best start of the year event we've ever had. Everyone loves the new logo. – Superintendent of Education <br />The launch was masterful. This project has been the highlight of our professional careers. – Co-owners, Hambly and Woolley Inc.<br />The success of the logo is all about the fact that the committee felt valued and honoured. Our input was welcomed. You and your team have much to be proud of. You're the best in the country. – Chair of the board<br />Who could not love this logo? It makes you smile every time you see it. <br />– Ontario Public School Boards' Association<br />I showed my staff the video. It tells everything you need to know in two and a half minutes, and they love the logo.– secondary school principal<br />
  447. 447. 145,000 students: One picture of the future<br />I don't think anyone could have imagined a launch as successful as this one. The system has adopted the identity as their own.– Director of Education<br />I love the new logo. Can I get pins for my whole school staff? <br />– elementary school principal<br />I want to congratulate you on a job well done this morning. The venue was great, and it looked fabulous when you entered the building. I think everyone was hyped up by the time they left.– Peel board employee<br />It (the logo) immediately delivers a warm message that we are a caring board. I am proud to be a part of this board.– secondary school principal<br />I think it (the logo) reflects the curiosity of young students and how they're looking ahead for knowledge. I also think it shows the way a school board should be.– parent<br />
  448. 448. 145,000 students: One picture of the future<br />
  449. 449.
  450. 450.
  451. 451. A last word…<br />Never forget that even the smallest acts of kindness by each of us can have a major impact on the lives of the children we serve…<br />
  452. 452.
  453. 453. What we will do together...<br /><ul><li>Thunderous applause, great evaluations, lunch</li>

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