STEP 14. Develop a marketing plan
Develop a simple marketing plan with an initial introductory phase of simple actions and a second phase of more complex actions once the program is running.
The plan should be only a page or two in length in order to avoid getting bogged down on this issue. Initially, a brochure and word-of-mouth are the most appropriate vehicles for promoting the program. Presentations to high school guidance counselors and teachers—both at the regional vocational high school and at the home schools—are a good next step.
Parents quickly grasp that there will be more job opportunities in a restoration economy than found in the traditional economies throughout the Midwest. Training in the Preservation Arts offers the student a skill that is portable and sustainable.
James Turner, MHPN Board member and Owner, Turner Restoration
Newsletters can be a way to share the good work of your students and their projects. They become a vehicle for the community and the institution to find out what is going on as well as they can be used as an archive of the program. A catchphrase is crucial like the one I developed for Harford Community College’s Building Preservation and Restoration program i.e. “Saving Yesterday for Tomorrow.” It is important to have this phrase be something that is easily understood and noticed quickly. Students can also identify with it. A graphic logo attached to your catchphrase will build an identity for your program.
Rhonda L. Deeg, formerly of Harford Community College
STEP 15. Initiate the program
With all the pieces in place, the program can be initiated. Getting students interested can be a challenge. Teachers can use a self-selecting mechanism in order to make preservation trades an option that selects only the truly interested students. After a general presentation, students are invited but not required to sign up if they are interested in more information. With those students, the teachers can go into more detail on the curriculum overlay and show the preservation project. This further culls the ranks of the remaining students to the ones whose interest is truly sparked by the project.
At Randolph CTC, we used a self-selecting enrollment approach. We would make a presentation and see who was interested. Then we’d have a more extensive presentation at the project site. That would narrow it down more. Later, as work began on the project and word-of-mouth between students spread we’d get increased interest by other students in getting into the program.
Roddy Rivers, Randolph CTC
The Timber Framers Guild held a demonstration workshop at Floyd Bennet Field that successfully publicized the Brooklyn School of the Arts preservation program in New York City.
Rudy Christian, Executive Director, Preservation Trades Network