Cdc branding v.2
Transcript of Cdc branding v.2
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BRANDING THE NEW CDC
REALIZING THE REPUTATION
THE CDC DESERVES
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WHAT IS A BRAND?
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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
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UNDERSTANDING THE CDC AUDIENCE
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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?
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WHAT DO THEY STUDY?
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SURVEY PARTICIPANTS VS. UNDERGRADUATE POPULATION
Declared Undergraduates 2012-13
Earth Sciences
Humanities & Sciences
School of En-gineering
Survey Participants
Earth Sciences
Humanities & Sciences
Engineering
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SURVEY PARTICIPANTS BY ACADEMIC DISCIPLINE
EngineeringEarth ScienceHumanitiesArtsSocial ScienceNatural Science
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WHAT DO THEY DO IN THEIR FREE TIME?
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WHEN NOT IN CLASS/STUDYING, HOW DO STUDENTS SPEND
THEIR TIME?
0 1 2 3 4 502468
101214161820
Average Amount of Free Time Spent (Scale of 1-5)
With Student Groups/On-Campus Extracurricular ActivitiesAt a student job/in-ternship
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WHERE DO STUDENTS GET THEIR INFORMATION?
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WHERE DO STUDENTS MOST FREQUENTLY GET THEIR INFORMATION ABOUT
CAMPUS EVENTS?
Word
-of-Mouth
Physica
l Flye
rs/Poste
rs
Official W
ebsite
Face
book/Socia
l Media
05
1015202530354045
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HOW CERTAIN ARE THEY ABOUT THEIR FUTURE CAREERS?
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HOW OFTEN DO YOU THINK ABOUT YOUR CAREER MOVES AFTER
STANFORD?
Rarely Sometimes Often Very Often0
5
10
15
20
25
30
Students
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HOW SURE ARE STUDENTS ABOUT THEIR CAREER PATH AFTER STANFORD?
010203040
Students
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WHAT IS THE CDC’S CURRENT
“BRAND?”
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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?
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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?
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HOW OFTEN DO THEY READ CDC EMAILS?
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HOW OFTEN STUDENTS THINK ABOUT THEIR CAREER MOVES VS.
HOW OFTEN THEY READ CDC EMAILS
Rarely Sometimes Often Very Often0
2
4
6
8
10
12
14
How often do you think about your career moves after Stanford?How often do you read emails you receive from the CDC?
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HOW OFTEN DO STUDENTS VISIT THE CDC WEBSITE?
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Note: all survey participants had “Cardinal Career” accounts.
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HOW MANY TIMES HAVE YOU VISITED THE CDC WEBSITE?
1-2 3-5 6-10 More than 100
5
10
15
20
25
Students
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HOW OFTEN DO STUDENTS ATTEND CDC EVENTS OR VISIT THE
CDC OFFICE?
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DURING YOUR TIME AT STANFORD, HOW MANY TIMES DID YOU ATTEND A CDC EVENT OR
INDIVIDUAL CONSULTATION?
0-Two Three-Five More than Five0
5
10
15
20
25
30
Students
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WHAT DO STUDENTS THINK ABOUT THE CDC?
How have they branded the CDC through its communication?
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How would you describe the CDC emails you receive?
Welco
ming
Easy to
Read
Regular
Relevant t
o me
Professi
onal
Not Releva
nt to m
e
Too Text-heav
y
Difficu
lt to Read
Unwelcoming
Too Frequent
Visuall
y Unatt
ractive
02468
10121416
Series 1
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THE FUTURE BRAND OF THE
CDC
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• 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?
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REDFINE THE CDC BRAND
ASK:HOW DO WE WANT TO
APPEAR?
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FOCUSEDVALUABLE
ACCESSIBLE RELEVANT
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WE’VE REDEFINED. NOW HOW DO WE
REBRAND?
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• APPEAR FOCUSED – CONSISTENCY!
• APPEAR VALUABLE –ORGANIZE!
• APPEAR ACCESSIBLE– GET PERSONAL!
• RELEVANT– ENGAGE AND LISTEN!
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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.
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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!
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• 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
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EXAMPLE WEBSITE SKETCH
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CDC TEXT EMAIL (APRIL 2013) SAME CONTENT, NEW FORM
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EXAMPLE EMAIL TEMPLATE
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CURRENT EVENTSCALENDAR (DAY VIEW)
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EXAMPLE EVENTSCALENDAR
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THE CDC IS ACCESSIBLE
Get Personal! Build comfortable, regular relationships between counselors and students that begin early and last beyond graduation.
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WHERE DO STUDENTS RECEIVETHEIR CAREER ADVICE?
Peers Faculty Alumni/Older Mentors
CDC0
5
10
15
20
25
30
35
40
Series 1
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• 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
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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
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• 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
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• 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