10. CREATING STRATEGIC INTEND

One person with a belief is equal to a force of ninety-nine who only have interest (John Stuart Mill).The buildings of a strategic intend, with a common sense of vision and an appropriate culture is a precondition of other phases of the marketing process. The building of strategic intends involves three stages:

1. Creating a strategic cause.

2. Creating a client-focused culture.

3. Creating a pro-active staff.

.Creating a strategic cause

Kawasaki (1995, p. 89), in his excellent ideas book on marketing, uses a quote from John Stuart Mill' One person with a belief is equal to a force of ninety-nine who only have an interest'. No matter what positive communication is directed out from the school, if the clients or prospective clients obtain a different reaction when they come into contact with the teachers and pupils, not only will the original efforts be nullified but, worse, they will feel that they have been 'conned'.He saw that each brief encounter between an employee and a customer defined the reality of the customer's perception of the company. If the customer saw someone who believed in the company and extolled its virtues then that belief could be transferred to the customer. Conversely, if in that 'moment of truth' a negative image was conveyed, then there would be a significant adverse effect on the organization and its image.

Although the examples used by Kawasaki (1995) about creating a 'cause' are from business they have qualities that are transferable to education. He defines a cause as 'something you believe in and want others to believe in as much as you do' (1995, p. 90). He then sets out four characteristics for creating a successful cause – that a cause: embodies a vision; seizes the high ground; redefines experiences; and catalyses strong feeling. Now will apply these to an educational setting:

1. A cause embodies a vision. Vision and mission statements have been much over-used in management courses for schools but the concept of a future-orientated focus is vital for success. The alternative to having a vision is a reactive organization that is either cruising or strolling along with no long-term picture to guide it. A vision articulates a clear sense of purpose and is by definition future-oriented. It sets out the hopes and aspirations of the school for children, community and staff. The writings of Jenkins (1991) and Fulan (1993) are very useful here. Jenkins (1991, p38) defines vision as…an interpretation of the direction in which the organization is going-an interpretation which inspires and illuminates and permeates the organization.

2. A cause redefines experiences. It seeks new interpretations and new ways of doing things. It is about not being satisfied with the current state of affairs and searching out better solutions. This reflects Bennis and Nanus' view of a vision as something which:  articulates a view of a realistic, credible, attractive future for the organization, a condition that is better in some important ways what now exists (1985, p89).

3. A cause seizes the high ground. It embodies and articulates a clear set of shared values that are aimed at significantly improving the pupils' experiences and achievements

4. A cause catalyses strong feelings. It makes people want to belong and 'buy into the vision'. For example, pupils enjoy being at the school and are proud of its achievements. Parents and other client groups 'buy into the vision', enthusiastically support both the school's core provision and its wider followed by the question 'What business do you want to be in? Answering the question as 'schooling' or 'education' is superficial. Making more sophisticated analyses like transmitting basic skills, love of learning, cultural understanding and the ability to work with others may start to define current experiences.

.Creating a client-focused culture

The most difficult part of marketing a school is not necessarily just adapting or operationalising the key stages in the school marketing plan but it is the establishment of a marketing culture within the school. It is important to examine some of the critical concepts in moving the attitude of school leaders and staff from being product-orientated to being more client-orientated. In order to be more effective, this organizational understanding must precede the detailed management of the marketing process. This is organized into seven parts which focus on the issues in the development of this client-focused culture:

* The importance of the client.

* Responding to clients.

* Never letting the client down.

* One impression of the school or many?

* Ensuring that the school provides a service as well as a product.

* The management of a high quality service approach.

* Developing a client-based philosophy.