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Download 2.3 Facilitator notes - Developing a marketing plan
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Facilitator Notes This document gives comprehensive facilitator’s notes for the unit Course title Marketing and promotion of electronic resources Module title Module 2: Developing a plan and putting it into practice Unit title Unit 2.3: Developing a marketing plan No. of unit 2.3 Session day/time Day 2 Session 5 Length of session 150 minutes Objective For participants to begin to put into practice the ideas developed through the earlier sessions and to start to develop a marketing plan Participant profile See MarketingEResources-Workshop-outline.docx Pre-workshop activities None Room layout Set up with tables each seating four participants, with chairs in a horseshoe around each table, facing the presenter (café style). Number of participants 20 - See MarketingEResources-Workshop-outline.docx Materials Extra copies of marketing planning template for all participants 2.3.1 Activity - Developing a marketing plan.docx Files 2.3 Facilitator notes - Developing a marketing plan.docx 2.3.1 Activity - Developing a marketing plan.docx 2.3 Presentation - Developing a marketing plan.pptx Customisation None required Equipment needed Computer with PowerPoint, Word and Excel linked to data projector, internet connection for facilitator’s laptop Module/Unit outline Timing (150 minutes) 10 minutes presentation 60 minutes discussion in pairs 60 minutes report back 10 minutes wrap up 10 minutes end of day reflection Document1 1 Slide Information 2.3 Presentation - Developing a marketing plan.pptx The Facilitator has a choice: Either: Copy slides from Powerpoint into this document before printing (instructions below) Or Print note pages directly from Powerpoint. To use Powerpoint feature to copy slides into Word. In PPT presentation File Save & send Create Handouts Create handouts (again) Select Notes next to slides format OK Word document opens, cut and paste slides into this file Annex A: materials for activities – facilitator’s version Facilitator: The facilitator offers some advice from Ruth Gibendi, librarian at Meru University College, Kenya, from her INASP blog (http://blog.inasp.info/marketing-e-resources/). Ruth’s 9 pieces of advice are: Start planning early: This may seem like an obvious first step, but never underestimate the amount of time needed to plan and prepare. Procrastination or making planning a low priority can quickly lead to last minute activities. This, in turn, may minimise the effectiveness of your marketing and create a greater workload over a short space of time. Include marketing in your budget: Effective marketing is more than simply making resources available, people need to know what is available and how it can benefit them. Whether this means printing information or website development, making your resources known will cost money and discussing this upfront with institutional or library managers will help reduce compromises and cuts further down the line. Get to know what users really want: Getting to know the information needs of your users is vital if you are to market your resources. Be sure your marketing is directed to exactly what they need (and think they need). A user is much more likely to return to a resource if they know that, no matter the effort it will take, they will get what they need once there. Perform selective marketing: Too much information is often overwhelming to users and you don’t want your efforts to be overlooked or become little more than white noise. In our case we sought to market only databases offering access to e-books, and even then limited them to one collection. Equally, one could market resources in one subject area. Ensure ease of access: Provide access points to e-resources embedded in the traditional catalogue, and include use of the catalogue and links to resources in the user training. Work with the students: In our case, we trained selected users as ‘Library Ambassadors’ and actually used them to run the campaign. The librarians took an overseer role for the campaign. Social media works: Social media provides valuable tools that are both popular and effective. In addition to reaching a large number of people, they make use of a different tone that users may respond to. We involved the students as administrators to help run the social network campaign. Motivate users with small, relevant rewards: We offer rewards to users that are relevant to the activities without requiring a large chunk of the budget. These have included airtime and catchy ‘souvenirs’ with messages embedded along with a grand winner receiving the first prize — a smart phone. Document1 2 Keep in touch and offer on-going support: Just because a marketing campaign is complete doesn’t mean the users are now expert searchers and users. Anticipate that they will face difficulties in using the resources, even after the marketing and training. By providing troubleshooting and simple contact mechanisms you help to build long term engagement. Activity: Participants work in pairs (or possibly groups if there is only one participant from each institution) to complete the marketing planning template; they are encouraged to start by addressing the particular departments or user groups that they identified earlier in the ‘Starting small’ session. The facilitator is on hand to answer any queries and to discuss the approach the group is taking. The facilitator stops the groups after 60 minutes (so there are 30 minutes remaining). Initial plans are then presented to the wider group and participants encouraged to comment on these. Document1 3