BRANDING THE
NEW CDC
REALIZING THE REPUTATION
THE CDC DESERVES
WHAT IS A BRAND?
A “BRAND” IS…
• More than a logo
• More than an aesthetic
• A REPUTATION: it’s the perception the
audience has of the orga...
UNDERSTANDING
THE CDC
AUDIENCE
WHO ARE STANFORD
STUDENTS?
•
•
•
•

What do they study?
What do they do in their free time?
Where do they get their inform...
WHAT DO THEY STUDY?
SURVEY PARTICIPANTS VS.
UNDERGRADUATE POPULATION
Survey Participants

Declared Undergraduates
2012-13

Earth Sciences

Ear...
SURVEY PARTICIPANTS BY
ACADEMIC DISCIPLINE

Engineering
Earth Science
Humanities
Arts
Social Science
Natural Science
WHAT DO THEY DO IN THEIR
FREE TIME?
WHEN NOT IN CLASS/STUDYING,
HOW DO STUDENTS SPEND
THEIR TIME?
Average Amount of Free Time Spent (Scale of 1-5)
20
18
16
14...
WHERE DO STUDENTS GET
THEIR INFORMATION?
WHERE DO STUDENTS MOST FREQUENTLY
GET THEIR INFORMATION ABOUT
CAMPUS EVENTS?
45
40
35
30
25
20
15
10
5
0
HOW CERTAIN ARE THEY ABOUT
THEIR FUTURE CAREERS?
HOW OFTEN DO YOU THINK ABOUT YOUR
CAREER MOVES AFTER STANFORD?
30
25

20
15

Students

10
5
0

Rarely

Sometimes

Often

V...
HOW SURE ARE STUDENTS ABOUT THEIR
CAREER PATH AFTER STANFORD?
45
40
35
30
25
20
15
10
5
0

Students

No Idea
(Considering
...
WHAT IS THE CDC’S
CURRENT “BRAND?”
WHAT IS THE CDC’S CURRENT “BRAND?”
• How do students interact with the CDC?
• What does their interaction say about how ou...
STUDENT INTERACTION WITH THE CDC
• How often do they read CDC emails?
• How often do they visit the CDC website?
• How oft...
HOW OFTEN DO THEY READ
CDC EMAILS?
HOW OFTEN STUDENTS THINK ABOUT THEIR
CAREER MOVES VS. HOW OFTEN THEY
READ CDC EMAILS
14
12
10
How often do you think
about...
HOW OFTEN DO STUDENTS
VISIT THE CDC WEBSITE?
Note: all survey participants had “Cardinal
Career” accounts.
HOW MANY TIMES HAVE YOU VISITED
THE CDC WEBSITE?
25
20
15
Students
10
5
0

1-2

3-5

6-10

More than 10
HOW OFTEN DO STUDENTS
ATTEND CDC EVENTS OR
VISIT THE CDC OFFICE?
DURING YOUR TIME AT STANFORD, HOW
MANY TIMES DID YOU ATTEND A CDC
EVENT OR INDIVIDUAL CONSULTATION?
30
25
20

15

Students...
WHAT DO STUDENTS THINK
ABOUT THE CDC?
How have they branded the CDC
through its communication?
How would you describe the
CDC emails you receive?
16
14
12
10
8
6
4
2
0

Welcoming
Easy to Read
Regular

Relevant to me
P...
THE FUTURE BRAND
OF THE CDC
• We understand our audience
• We understand how they’ve branded us

WHAT ABOUT THE FUTURE?
• What would we like our brand...
REDFINE THE CDC BRAND
ASK:
HOW DO WE WANT TO APPEAR?
FOCUSED
VALUABLE
ACCESSIBLE
RELEVANT
WE’VE REDEFINED.
NOW HOW DO WE REBRAND?
• APPEAR FOCUSED
– CONSISTENCY!

• APPEAR VALUABLE
– ORGANIZE!

• APPEAR ACCESSIBLE
– GET PERSONAL!

• RELEVANT
– ENGAGE A...
THE CDC IS FOCUSED
Consistency! A clean, modern, identifiable
logo and aesthetic on all distributed
electronic and physica...
THE CDC IS VALUABLE
Organize! The CDC has invaluable
resources and relationships, as well as a
talented and skilled staff....
• Our generation is used to 30-second YouTube
videos and On-Demand television. We want
what we’re looking for quickly and ...
EXAMPLE WEBSITE SKETCH
From:
Subject:
Date:
To:

Caitlin Fong <ctfong@stanford.edu>
Fwd: CDC Connect: Arts/Media/Communication News 4.12.13
Novem...
EXAMPLE EMAIL TEMPLATE
CURRENT EVENTS
CALENDAR
(DAY VIEW)
EXAMPLE EVENTS
CALENDAR
THE CDC IS ACCESSIBLE
Get Personal! Build comfortable, regular
relationships between counselors and
students that begin ea...
WHERE DO STUDENTS RECEIVE
THEIR CAREER ADVICE?
40
35
30
25
20
Series 1

15
10
5
0
Peers

Faculty

Alumni/Older
Mentors

CD...
• Generate dynamic web profiles of individual
career counselors. Who are they? What
struggles have they faced? What do the...
THE CDC IS RELEVANT
• Engage! Find out student interests by
getting in touch:
– Where they spend their time: in groups lin...
• ENGAGE student group officers and SAL
(Student Activities & Leadership) staff
– Student groups are valuable, pre-arrange...
• LISTEN and seek feedback from students.
– The CDC website should feature a permanent
system for collecting anonymous fee...
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Cdc branding v.2

  1. 1. BRANDING THE NEW CDC REALIZING THE REPUTATION THE CDC DESERVES
  2. 2. WHAT IS A BRAND?
  3. 3. A “BRAND” IS… • More than a logo • More than an aesthetic • A REPUTATION: it’s the perception the audience has of the organization • Like all brands, the “CDC Brand” is (and will be) defined by its audience
  4. 4. UNDERSTANDING THE CDC AUDIENCE
  5. 5. WHO ARE STANFORD STUDENTS? • • • • What do they study? What do they do in their free time? Where do they get their information? How certain are they about their future careers?
  6. 6. WHAT DO THEY STUDY?
  7. 7. SURVEY PARTICIPANTS VS. UNDERGRADUATE POPULATION Survey Participants Declared Undergraduates 2012-13 Earth Sciences Earth Sciences Humanities & Sciences Humanities & Sciences Engineering School of Engineering
  8. 8. SURVEY PARTICIPANTS BY ACADEMIC DISCIPLINE Engineering Earth Science Humanities Arts Social Science Natural Science
  9. 9. WHAT DO THEY DO IN THEIR FREE TIME?
  10. 10. WHEN NOT IN CLASS/STUDYING, HOW DO STUDENTS SPEND THEIR TIME? Average Amount of Free Time Spent (Scale of 1-5) 20 18 16 14 12 10 8 6 4 2 0 With Student Groups/OnCampus Extracurricular Activities At a student job/internship 0 1 2 3 4 5
  11. 11. WHERE DO STUDENTS GET THEIR INFORMATION?
  12. 12. WHERE DO STUDENTS MOST FREQUENTLY GET THEIR INFORMATION ABOUT CAMPUS EVENTS? 45 40 35 30 25 20 15 10 5 0
  13. 13. HOW CERTAIN ARE THEY ABOUT THEIR FUTURE CAREERS?
  14. 14. HOW OFTEN DO YOU THINK ABOUT YOUR CAREER MOVES AFTER STANFORD? 30 25 20 15 Students 10 5 0 Rarely Sometimes Often Very Often
  15. 15. HOW SURE ARE STUDENTS ABOUT THEIR CAREER PATH AFTER STANFORD? 45 40 35 30 25 20 15 10 5 0 Students No Idea (Considering more than 5 careers) Unsure Somewhat Sure (Considering 3-5 (Considering 1-2 careers) careers) Very Sure
  16. 16. WHAT IS THE CDC’S CURRENT “BRAND?”
  17. 17. WHAT IS THE CDC’S CURRENT “BRAND?” • How do students interact with the CDC? • What does their interaction say about how our audience thinks and feels about the CDC? In other words, how have they branded us?
  18. 18. STUDENT INTERACTION WITH THE CDC • How often do they read CDC emails? • How often do they visit the CDC website? • How often do they attend CDC events or visit the CDC office?
  19. 19. HOW OFTEN DO THEY READ CDC EMAILS?
  20. 20. HOW OFTEN STUDENTS THINK ABOUT THEIR CAREER MOVES VS. HOW OFTEN THEY READ CDC EMAILS 14 12 10 How often do you think about your career moves after Stanford? 8 6 How often do you read emails you receive from the CDC? 4 2 0 Rarely Sometimes Often Very Often
  21. 21. HOW OFTEN DO STUDENTS VISIT THE CDC WEBSITE?
  22. 22. Note: all survey participants had “Cardinal Career” accounts.
  23. 23. HOW MANY TIMES HAVE YOU VISITED THE CDC WEBSITE? 25 20 15 Students 10 5 0 1-2 3-5 6-10 More than 10
  24. 24. HOW OFTEN DO STUDENTS ATTEND CDC EVENTS OR VISIT THE CDC OFFICE?
  25. 25. DURING YOUR TIME AT STANFORD, HOW MANY TIMES DID YOU ATTEND A CDC EVENT OR INDIVIDUAL CONSULTATION? 30 25 20 15 Students 10 5 0 0-Two Three-Five More than Five
  26. 26. WHAT DO STUDENTS THINK ABOUT THE CDC? How have they branded the CDC through its communication?
  27. 27. How would you describe the CDC emails you receive? 16 14 12 10 8 6 4 2 0 Welcoming Easy to Read Regular Relevant to me Professional Not Relevant to me Too Text-heavy Difficult to Read Unwelcoming Too Frequent Visually Unattractive
  28. 28. THE FUTURE BRAND OF THE CDC
  29. 29. • We understand our audience • We understand how they’ve branded us WHAT ABOUT THE FUTURE? • What would we like our brand to be? • How do we change our brand?
  30. 30. REDFINE THE CDC BRAND ASK: HOW DO WE WANT TO APPEAR?
  31. 31. FOCUSED VALUABLE ACCESSIBLE RELEVANT
  32. 32. WE’VE REDEFINED. NOW HOW DO WE REBRAND?
  33. 33. • APPEAR FOCUSED – CONSISTENCY! • APPEAR VALUABLE – ORGANIZE! • APPEAR ACCESSIBLE – GET PERSONAL! • RELEVANT – ENGAGE AND LISTEN!
  34. 34. THE CDC IS FOCUSED Consistency! A clean, modern, identifiable logo and aesthetic on all distributed electronic and physical materials, including social media platforms. The CDC is always on the same page.
  35. 35. THE CDC IS VALUABLE Organize! The CDC has invaluable resources and relationships, as well as a talented and skilled staff. People need to know this – and ideally within the first few seconds of visiting the CDC website or reading a CDC email!
  36. 36. • Our generation is used to 30-second YouTube videos and On-Demand television. We want what we’re looking for quickly and without hassle, or we lose patience! • Students, faculty, alumni, and employers require user-friendly, easy to understand vehicles of communication. • This means a thoughtful reorganization of: – The CDC website – CDC communications (newsletters, flyers, emails) – CDC event calendars – Social media platforms
  37. 37. EXAMPLE WEBSITE SKETCH
  38. 38. From: Subject: Date: To: Caitlin Fong <ctfong@stanford.edu> Fwd: CDC Connect: Arts/Media/Communication News 4.12.13 November 14, 2013 9:22:00 PM PST Stefanie Okuda <sokuda@stanford.edu> CDC TEXT EMAIL (APRIL 2013) ---------- Forwarded message ---------From: <margotb@stanford.edu> Date: Fri, Apr 12, 2013 at 3:51 PM Subject: CDC Connect: Arts/Media/Communication News 4.12.13 To: ctfong@stanford.edu CDC Connect: Arts/Media/Communication News 4.12.13 ______________________________________________ 1. Fine Arts Museums of San Francisco - Internship 2. Spring Career Fairs - April 17 & 18 3. artist.e - new immersive four-week summer program for Stanford students! 4. Social Media Marketing Intern - Stanford GSB 5. LinkedIn Information Session for Humanities Undergrads 6. Two Career Exploration Trek Site Visits 7. Sports Media 101 - Internships in Design, Content, Marketing 8. Yahoo! Sports Summer Internships - Copy Editor & Assistant Editor/Producer 9. Adobe - Employee Communications Intern ______________________________________________ 1) Fine Arts Museums of San Francisco - Internship The Stanford Arts Institute announces an additional paid internship opportunity for current undergraduates (including graduating seniors) at the Fine Arts Museums of San Francisco (FAMSF): de Young and Legion of Honor To apply: Send cover letter, resume, unofficial transcript, and form from the website: http://artsinstitute.stanford.edu/programs/arts-administration-internships/ to Stav (sziv@) with the subject line: "FAMSF Internship Application - [Your Name]" Deadline: Tuesday, April 16th at 11:59pm Questions: Contact Stav (sziv@ or 650.725.0155) About the Position: A Stanford Summer Intern would be assigned to assist the Director of Exhibitions and work with senior staff in virtually every area of the Museums including but not limited to administration, marketing and communications, development, finance, curatorial, conservation, graphic design, preparation and installation, member and visitor services, education and public programs, and facilities and operations. About the Museums: The Fine Arts Museums of San Francisco comprise the de Young in Golden Gate Park and the Legion of Honor in Lincoln Park. In FY 2012 approximately 1.6 million visitors experienced the permanent collections and some 30 changing exhibitions in the two locations. Over the summer of 2013 the Museums will complete installation of Diebenkorn: The Berkeley Years, finalize plans for four major exhibitions that open in fall 2013 (Bvlgari: La Dolce Vita & Beyond; David Hockney: A Bigger Exhibition; Anders Zorn: Sweden's Master Painter; and Matisse from SFMOMA), and continue with rotations and reinstallations of the permanent collections. About the Summer Internship Program in Arts Administration: The Arts Institute's Summer Internship Program provides invaluable experience to Stanford students interested in pursuing careers as arts professionals in various aspects of administration, production, and management. Internships give students an opportunity to step outside the classroom and build a set of skills applicable in their careers as artists, administrators, and future leaders. Internships generally last approximately nine weeks and are full-time positions of at least 35 hours per week. Students will receive a $4,000 stipend for the summer, plus financial aid if needed. Internships are open to current Stanford undergraduates. Graduating seniors ARE eligible to apply. ______________________________________________ 2) Spring Career Fairs - April 17 & 18 Tresidder Union - Oak Room Noon to 4 PM Over 60 different employers each day A few of the employers who are open to all majors: TriplePointPR UNIQLO (fashion) Box Pinterest Boost Media SurveyMonkey Dropbox GoDaddy.com Golden State Warriors Levo League IMVU Medallia LinkedIn Oracle Target Pacific Sunwear Zazzle Hillstone Restaurant Group Dun & Bradstreet Credibility Corp. (specifically listed Creative Writing, Communication, and Design) There are many more, so log-in to your Cardinal Careers account to see the full list and check which day the employers will be there: http://studentaffairs.stanford.edu/cdc/jobs-internships ______________________________________________ 3) artist.e - new immersive four-week summer program! artist.e apprentice · creator · entrepreneur artist.e affords Stanford students passionate about a career in the arts the rare and exciting opportunity to gain insight into the lives of professional artists through an immersive four-week summer art apprenticeship, art-making and entrepreneurial program in New York City. At the end of four weeks, students will have created and presented their original art in a student-produced showcase, apprenticed with, and received mentorship from professional artists, completed creative and entrepreneurial workshops led by arts professionals, and expanded their professional network through extensive access to successful arts professionals. To learn more about artist.e and the application process visit http://bit.ly/myartiste ______________________________________________ 4) Social Media Marketing Intern - Stanford GSB Stanford Graduate School of Business (GSB) As a social media intern, you'll help coordinate campaigns, conduct research and track social media metrics. This internship reports to Karen Lee, Social Web Strategist, and is housed within the Marketing and Communication team. Examples of GSB's social media channels on the GSB social media landing page http://www.gsb.stanford.edu/about/social-media.html The Marketing and Communication team uses new and social media to complement traditional methods of extending our reach around the world, disseminate knowledge and insights, and engage a community of people interested in business and Stanford GSB. The primary responsibilities of the social media intern are to organize our social media campaigns and upcoming events, track influencers and GSB alumni on the social web, and measure the impact and reach of our social media efforts. The intern will also be invited to contribute ideas for improving our campaigns, events and influencer engagement strategy and tactics. Core Activities: - Track and compile social media metrics for all our flagship social profiles - Create reports and presentations highlighting engagement metrics for social media campaigns - Build, organize and monitor GSB lists of business influencers, alumni and students on the social web - Monitor and stay current on what other Stanford schools, departments and groups are posting on their social media channels; bring share-worthy posts to our attention - Scour alumni blogs and tweets for relevant business content by/about alums, as well as trending business topics on the social web - Brainstorm new content and ideas to engage our social media Qualifications: - Strong knowledge of social media and marketing; personal and professional experience with Twitter, Facebook, LinkedIn, and other networks is a plus - Strong analytical skills; ability to collect and interpret metrics into insights - Project management experience and respect for deadlines - Awareness and interest in a range of business topics, including leadership, entrepreneurship, social innovation, etc. - Excellent writing skills, particularly short-form; highly attentive to proper grammar and spelling SAME CONTENT, NEW FORM
  39. 39. EXAMPLE EMAIL TEMPLATE
  40. 40. CURRENT EVENTS CALENDAR (DAY VIEW)
  41. 41. EXAMPLE EVENTS CALENDAR
  42. 42. THE CDC IS ACCESSIBLE Get Personal! Build comfortable, regular relationships between counselors and students that begin early and last beyond graduation.
  43. 43. WHERE DO STUDENTS RECEIVE THEIR CAREER ADVICE? 40 35 30 25 20 Series 1 15 10 5 0 Peers Faculty Alumni/Older Mentors CDC
  44. 44. • Generate dynamic web profiles of individual career counselors. Who are they? What struggles have they faced? What do they do in their free time? • Demonstrate that counselors are people too, and can be a valuable part of your inner circle when it comes to navigating vocations and careers
  45. 45. THE CDC IS RELEVANT • Engage! Find out student interests by getting in touch: – Where they spend their time: in groups linked by interest – And Where they get their information: from peers and social media • Listen! Seek regular feedback from students
  46. 46. • ENGAGE student group officers and SAL (Student Activities & Leadership) staff – Student groups are valuable, pre-arranged communities who share interests and their free time. Could they potentially contribute to programming? – At TAPS, over 90% of our student ticket sales are a direct result of audience/cast or crew member relationships. Students are the best at reaching out to students. – Make students a part of the CDC brand, and they’ll make the CDC an integral part of their Stanford experience
  47. 47. • LISTEN and seek feedback from students. – The CDC website should feature a permanent system for collecting anonymous feedback – Students can be asked for feedback immediately following events in person or via social media

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