Please comment on the plan for the next edition.
- Learners can explain what marketing actually is.
- Learners can clearly explain the value of what they are offering to different potential stakeholders.
- Learners can explain what a brand is and determine whether they or their organization have one.
It’s hard to get people with technical backgrounds to think about marketing, not least because it’s perceived as being about spin and misdirection. In reality, marketing is the craft of seeing things from other people’s perspective, understanding their wants and needs, and finding ways to meet them. This should sound familiar: many of the techniques introduced earlier in this book are intended to do exactly this for lessons. This chapter will look at how to apply similar ideas to the larger problem of getting people to support the work you’re trying to do.
The first step is to figure out what you are offering to whom, i.e., what actually brings in the funding and other support you need to keep operating. As [Kuchner2011] points out, the answer is often counter-intuitive. For example, most scientists think their product is papers, but their actual product is their grant proposals, because those are what brings in money. Their papers are the advertising that persuades people to buy (fund) those proposals, just as albums are now the advertising that persuades people to buy musicians’ concert tickets and t-shirts.
You may or may not be a scientist, so suppose instead that your group is offering weekend programming workshops to people who are re-entering the workforce after taking several years out to look after young children. If your learners are paying enough for your workshops to cover your costs, then the learners are your customers and the workshops are the product. If, on the other hand, the workshops are free, or the learners are only paying a token amount (to cut the no-show rate), then your actual product may be some mix of:
As with our recommended lesson design process, you should try to identify specific people who might be interested in what you’re doing and figure out which of their needs your program will meet. Personas are one way to do this. Another is to write a set of elevator pitches, each aimed at a different stakeholder. A widely-used template for these pitches looks like this:
Continuing with our weekend workshop example, we might use this for potential attendees:
For people re-entering the workforce after taking time out to raise children who still have regular childcare responsibilities, our introductory programming workshops provide weekend classes with on-site childcare. Unlike online classes, our program gives participants a chance to meet people who are at the same stage of life.
but use this to characterize the companies that we would like to donate staff time for teaching:
For a company that wants to recruit entry-level software developers that is struggling to find mature, diverse candidates our introductory programming workshops provide a pool of potential recruits in their thirties that includes large numbers of people from underrepresented groups. Unlike college recruiting fairs, our program connects companies directly with a diverse audience.
If you don’t know why different potential stakeholders might be interested in what you’re doing, ask them. If you do know, ask them anyway: answers can change over time, and it’s a good way to discover things that you might have missed. Once you have written these pitches, you should use them to drive what you put on your organization’s web site and in other publicity material, since it will help people figure out as quickly as possible whether you and they have something to talk about. However, you probably shouldn’t copy them verbatim, since many people in tech have seen this template so often that their eyes will glaze over if they encounter it again.
As you are writing these pitches, remember that people are not just economic animals. A sense of accomplishment, control over their own lives, and being part of a community motivates them just as much as money. People may volunteer to teach with you because it’s what their friends are doing; similarly, a company may say that they’re sponsoring classes for economically disadvantaged high school students because they want a larger pool of potential employees further down the road, but in reality, the CEO might actually be doing it simply because it’s the right thing to do.
A brand is someone’s first reaction to a mention of a product; if their reaction is “what’s that?”, you don’t have a brand yet. Branding is important because people aren’t going to help with something they don’t know about or don’t care about.
Most discussion of branding today focuses on ways to build awareness online. Mailing lists, blogs, and Twitter all give you ways to reach people, but as the volume of (mis)information steadily increases, the attention paid to any particular interruption decreases. As this happens, positioning becomes more important. Positioning (sometimes also called “differentiation”) is what sets your offering apart from others: it’s the “unlike” section of your elevator pitches. When you are reaching out to people who are already generally familiar with your field, this is what you should emphasize, since it’s what will catch their attention.
There are other things you can do to help build your brand as well. One is to use props: a robot car that one of your students made from scraps she found around the house, the website another student made for his parents’ retirement home, or anything else that makes what you’re doing seem real. Another is to make a short video–no more than a few minutes long–showcasing the backgrounds and accomplishments of your students. The aim of both is to tell a story: while people always ask for data, stories are what they believe.
One of the most compelling stories a person or organization can tell is about why and how they got started. Are you teaching what you wish someone had taught you but didn’t? Was there one particular person you wanted to help, and that opened the floodgates? Are you picking up where someone else left off, and if so, why?
Free samples are also compelling. Put some lesson materials online so that people can see what you teach; post a few (short) videos from actual workshops, or go to where your hoped-for learners or sponsors are and run a lunchtime drop-in session.
Whatever else you do, make your organization findable by doing what you can to make you and your organization rank highly in Google searches. There’s a lot of folklore about how to do this under the label “SEO” (for “search engine optimization”); given Google’s near-monopoly powers and lack of transparency, most of it boils down to trying to stay one step ahead of algorithms designed to prevent people from gaming rankings. Search for yourself and for your organization on a regular basis and see what comes up, then read these guidelines from Moz and do what you can to improve your site. Keep this cartoon in mind: people don’t (initially) want to know about your org chart or get a virtual tour of your site; they want your address, parking information, and above all, some idea of what you teach, when you teach it, how to get in touch, and how it’s going to change their life.
Offline findability is equally important for new organizations. Many of the people you hope to reach might not be online, or might not be online as often as you; notice boards in schools, local libraries, drop-in centers, and grocery stores are still an effective way to reach them.
As discussed in the previous chapter, building alliances with other groups that are doing things related to what you’re doing pays off in many ways. One of those is referrals: if someone approaches you for help, but would be better served by some other organization, take a moment to make an introduction. If you’ve done this several times, add something to your website to help the next person find what they need. The organizations you are helping will soon start to help you in return.
Building a web site and hoping that people find it is one thing; calling people up or knocking on their door without any sort of prior introduction is another. As with standing up and teaching, though, it’s a craft that can be learned like any other, and there are a few simple rules you can follow:
Start by establishing a point of connection: “I was speaking to X” or “You attended bootcamp Y”. This must be specific: spammers and headhunters have trained us all to ignore anything that starts, “I recently read your website”.
Explain how you are going to help make their lives better (e.g., “Your students will be able to do their math homework much faster if you let us help them”).
Be specific about what you are offering (e.g., “Our usual two-day curriculum includes…”) so that they can figure out right away whether this is worth pursuing, but keep it to one or two sentences.
Mention your backers, your size, how long you’ve been around, or your instructors’s backgrounds to make yourself credible.
Create a slight sense of urgency (“we’re booking workshops right now”).
Tell them what your terms are: do you charge money, do they need to cover instructors’ travel costs, can they reserve seats for their own staff, etc.
Above all, keep it short. The message below takes 30 seconds or less to scan; by the end, either they’re interested enough to reply or they’re not.
This template works pretty well, but “pretty well” is relative. Most organizations expect a 2-3% response rate to cold calls; for Software Carpentry, we found that about half of emails were answered, about half of those answers were, “Sure, let’s talk more,” and about half of those led to workshops, which means that 10-15% of targeted emails to people we had some sort of connection with turned into workshops.
Mail Out of the Blue
I hope you don’t mind mail out of the blue, but I wanted to follow up on our conversation at the tech showcase last week to see if you would be interested having us run an instructor training workshop - we’re scheduling the next batch over the next couple of weeks.
As background, hundreds of grassroots groups are now teaching people how to code, but ironically, most of their founders are teaching themselves how to teach. Just as a few lessons about variables, loops, and functions can save people hours of frustration, a few lessons about formative assessment, live coding, and other practices can help busy volunteers do more good in less time and with less pain.
This one-day class will introduce participants to a handful of key ideas that have a firm foundation in education research and proven useful in practice. The class is based on the Software Carpentry instructor training course, which has been delivered dozens of times on four continents. Instructions will be hands-on: short lessons will alternate with individual and group practical exercises, including practice teaching sessions.
We’ve run dozens of workshops like this since 2010, and if it sounds interesting, please give me a shout.
Everyone is afraid of the unknown and of embarrassing themselves. As a result, most people would rather fail than change. Marketing is therefore not just about communicating clearly: it is also about figuring out why people are resisting your offer of help and then finding a way past that resistance.
For example, Lauren Herckis looked at why university faculty don’t adopt better teaching methods. She found that the main reason is a fear of looking stupid in front of their students, and that secondary reasons were concern that the inevitable bumps in switching how they taught would affect course evaluations, and a desire to continue emulating the lecturers who had inspired them. It’s pointless to argue about whether these issues are “real” in some objective sense: faculty believe they are, so any marketing aimed at faculty needs to address them.
Medical researchers realized several decades ago that there’s no point coming up with a better way to do things if practitioners won’t adopt it. The growing field of implementation science explores evidence-based ways to improve transference, and [Borrego2014] categories some related ideas for effecting change in higher education. The bulk of that paper expands upon this table (which is included as an image because rotating text in a simple cross-browser fashion is apparently still beyond present-day technology):
Each of the major categories is defined by whether the change is individual or to the system as a whole, and whether it is prescribed (top-down) or emergent (bottom-up). The person trying to make the changes–and make them stick–has a different role in each situation, and should pursue different strategies accordingly. In our experience, the most important things are:
Ask, don’t tell. Teachers know their students and their needs much better than you do, so start by asking what they think the most pressing needs are.
Find allies. Many colleges and universities have teaching and learning centers whose staff are keen to improve teaching practices, and who also know how to navigate the local bureaucracy. Similarly, there are often tech meetup groups or other local organizations whose members are likely helpers.
Start small. [Lang2016] describes evidence-based teaching practices that can be put in place with minimal effort and at low cost. These may not have the most impact, but scoring a few early wins helps build support for larger and riskier efforts.
As [Kuchner2011] says, if you can’t be first in a category, create a new category that you can be first in; if you can’t do that, think about doing something else entirely. This isn’t as defeatist as it sounds: if someone else is already doing what you’re doing better than you, there are probably lots of other equally useful things you could be doing instead.
This chapter described an organization that offers weekend programming workshops for people re-entering the workforce after taking a break to raise children. Write an elevator pitch for that organization aimed at a city councilor whose support the organization needs.
Identify two groups of people your organization needs support from, and write an elevator pitch aimed at each one.
People who don’t want change will sometimes say so out loud, but will also often use various forms of passive resistance, such as just not getting around to it over and over again, or raising one possible problem after another to make the change seem riskier and more expensive than it’s actually likely to be. Working in small groups, list three or four reasons why people might not want your teaching initiative to go ahead, and explain what you can do with the time and resources you have to counteract each.
As Mark Guzdial has pointed out, just learning to program doesn’t automatically improve people’s general problem-solving skills (i.e., there is no evidence for transference). However, there are lots of other reasons to learn to program:
Read the full explanations of these points, then draw a 3x3 grid whose X and Y axes are labelled “low”, “medium”, and “high” and place each point in one sector according to how important it is to you (the X axis) and to your learners (the Y axis).