Clemson University

Public Service Activities

Marketing Manual


Table of Contents

Prologue: Dr. John Kelly,

Vice President for Public Service & Agriculture ............... 1

Chapter One What is PSA? .................................................... 3

Chapter Two The PSA Marketing Foundation:

Mission, vision, priorities ........................................ 5

Chapter Three Marketing the Organization ..................................... 7

Chapter Four Marketing the Programs ........................................ 11

Chapter Five Integrated Marketing Communication ......................... 19

Chapter Six Working with Media ............................................ 21

Chapter Seven Marketing on the Web .......................................... 31

Chapter Eight Working with Volunteers ....................................... 33

Chapter Nine University Image Policy Statement ............................ 37

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A Message from Dr. John W. Kelly,
Vice President for Public Service &
Agriculture, Clemson University

As Clemson University expands its services to the citizens of South

Carolina, it becomes imperative that we be uniform in our marketing
approach. Marketing strategies that convey our messages well are
tantamount to an efficient organization. Our clients are the people
who want the unbiased information that we have to offer. It is crucial
that we maximize the communication channels available to us as we
transfer our program offerings to them.

This Public Service Activities Marketing Manual is a guide that I encourage

all PSA units to use as a resource to enhance awareness of our programs.
I am proud of our products, and I am confident that this guide will be
valuable to you in telling our story.

Communicating with our numerous constituencies takes many forms. It is a judgement

call, based on research and evaluation, to determine the most effective methods of
branding our message. Whether a news article or a well-placed flyer, we need to use the
most convincing avenue of communication. Research that improves the quality of life
for our citizens must reach them in an uncomplicated format. The Manual ensures
uniformity of awareness techniques that make up the marketing strategy.

PSA Marketing & Public Relations is the unit within our organization that assists you
with your marketing needs. This unit has specialized components to help you conduct
your marketing activity.

PSA outreach is the umbrella mechanism for several organizational units. These units
carry our messages to the people from research to regulatory services to the Cooperative
Extension Service. Chapter one defines these units.

I recommend that you become familiar with this resource. If we effectively use these
guidelines, we send a coordinated message to our clients. Consistency is important as we
deliver services and programs fulfilling our mission.

Regards,

John W. Kelly

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Chapter One
What is PSA?

Public Service Activities at Clemson University is the foundation of our public service
mission. The behest of Thomas Green Clemson to serve the people of South Carolina
guides and directs the programs and services of PSA. It is the PSA goal to marshal all
resources and take to the people unbiased, helpful, educational, and scientifically-based
knowledge. The PSA signature theme focuses on service and knowledge: Knowledge for
Living. Knowledge for Life. Marketing of the programs and services is crucial to PSA
effectiveness.

To illustrate how Clemson serves South Carolinians every day, a few examples of the
University's Public Service Activities are listed below.

Public Service Research

Develops relevant, unbiased, research-based knowledge for agriculture, natural resources
and the rural environment to enhance economic development.

Cooperative Extension Service

Transfers scientifically-based information to individuals, groups and communities, and
helps them apply that information to improve the quality of their lives.

Livestock-Poultry Health Program

Ensures the safety and health of livestock and poultry produced in South Carolina, as
well as the health of companion animals and wildlife.

Regulatory and Public Service Programs

Ensures the quality of seeds and plants produced in South Carolina, and the availability
and safe, effective use of fertilizers and pesticides.

Belle W. Baruch Institute of Coastal Ecology and Forest Science

Develops research and teaching programs on the coast that address a wide spectrum of
environmental sciences including landscape ecology, development impacts, waste
management, policy studies, natural resources utilization and conservation, and water
resources.

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Clemson Institute for Economic and Community Development
Develops programs designed to help South Carolina communities manage the intricacies
of economic development, community development and environmental conservation.
The Institute assists communities in taking charge of their futures through the creation
of dialogue and collaborations.

Institute on Family and Neighborhood Life

Conducts research and provides public service related to the nature of everyday life in
families and neighborhoods, the development, maintenance, and enhancement of
community institutions, and current and alternative public policies supportive of family
and neighborhood life.

Strom Thurmond Institute of Government and Public Affairs

Conducts applied research and services in public policy areas, enhancing awareness
throughout the state and region through informal and formal educational programs.
Eight self-directed teams carry out the Institute's mission to turn ideas into events to
serve people.

Institute for Nutraceutical Research

Conducts applied and basic research on medicinal plants with an emphasis on crop
cultivation and post-harvest practices, product standards and efficacy. The Institute
brings together faculty from four colleges in a multidisciplinary approach to develop
nutraceuticals as an alternative or supplemental crop for limited resource growers in rural
communities.

Youth Learning Institute

Creates and delivers unique hands-on learning opportunities through nontraditional
delivery system that builds relationships and improves life-skills. Our vision is to be
recognized as the nation's foremost authority on the delivery of innovative experiential
learning activities in nature-based settings by promoting the development of quality
relationships and building effective life skills.

Within each unit are programs and services that require individualized marketing plans.
The goal, of course, is to enable South Carolinians to access the extensive programs and
services of Clemson University’s outreach activities.

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Chapter Two
PSA Mission, Vision, and Priorities

The PSA Mission

Clemson University Public Service Activities will design outreach programs of substance
and value for delivery to the people of South Carolina with their needs guiding the
transfer from PSA to the individual.

The PSA Vision

Clemson University Public Service Activities will glean the best in research and prepare
this research in a usable format for the people of South Carolina. Information will
include those areas most needed and requested. Goal achievement will result primarily
from PSA capabilities, collaborations, and enthusiasm for the task. Continued revital-
ization will prevail.

The PSA Priorities

Endorsed by the Clemson University Board of Trustees and adopted by PSA program
planners are five priority areas. These five areas are the result of input from the constitu-
ency and from the faculty.

Agrisystems Productivity and Profitability

Economic and Community Development
Environmental Conservation
Food Safety and Nutrition
Youth Development

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Chapter 3
Marketing the Organization

The challenge of marketing Clemson’s Public Service Activities in South Carolina is

considerable. The mission—to provide sound, scientifically based information to South
Carolinians and help them use that information to improve the quality of their lives—is
very broad. The Cooperative Extension Service serves as an ambassador for Clemson
University and for PSA. Extension is the first and, many times, the only contact most
South Carolinians have with the University. Crucial to PSA recognition is a strong
image in the community.

Programs tend to be departmentalized, although many interdisciplinary and even inter-

agency exceptions to that deduction can be cited. The point is that sometimes the
clients and supporters have difficulty understanding the organization and its means of
serving the needs of people.

Other studies indicate the need for a strong central identity. This section provides
guidance on measuring and enhancing the image of PSA and the Extension Service in
the eyes of its clients and supporters. It focuses on creating a positive image by helping
people understand the organization’s strengths (for example, its ties to universities) and
by projecting a modern appearance.

Image
The starting point for any marketing effort is analysis of the organization’s current image
with target audiences.

What is Clemson University Public Service Activities’ image in South Carolina with
elected officials, clients, potential clients, the news media and other target audiences?

How do these images align with the actual organization and its programs?

Is the PSA image accurate and up to date?

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Does the image reflect the current mission to provide sound, scientifically based informa-
tion to South Carolinians and help them use that information to improve the quality of
their lives, or is Extension seen as a folksy, fragmented agency that distributes recipes and
agricultural bulletins to rural audiences?

PSA can learn how to shape its image from recent market research that has been con-
ducted in the private sector. Corporate leaders are recognizing the importance of market-
ing their companies as well as their products. As Elaine Silverstein, vice president of
Silverstein & Partners Advertising, explains, “The divisions are disappearing. Sophisti-
cated corporations now realize the importance of a united, strategic communication plan.”

An example of a new corporate identity program is the one conducted by Burroughs

Corp., a $5-billion Detroit-based supplier of office and data processing products. “We
were projecting a mom-and-pop shop image,” recalls Jeanette Lerman, vice-president of
corporate communications. “We’re located in 100 countries around the world, and each
division had created its own identity. The net result was that the population at large
didn’t recognize that Burroughs was as large and diverse as it really is. The logic behind
the identity program was immediately apparent to everyone. We’re now projecting the
image of a unified, global corporation.”

Research conducted by Dudley, Anderson, and Yutzy points to the importance of creat-
ing a unique organizational identity. The study surveyed 78 chief executive officers of
America’s largest corporations. Ninety-three percent of the executives felt that a unique
organizational identity was either essential or important. Organizational identity was
defined as the company’s overall definition, direction, and distinctiveness as perceived
by its various publics.

Does PSA and Cooperative Extension project the image of a unified, research-based,
educational organization that is an integral element of Clemson University, the land
grant university network and the USDA? Do target audiences see PSA as a small depart-
ment within the University or as a viable unit with it own direction and mission? PSA’s
identity can be clouded further by vague logos and the absence of clear, well-designed
outreach materials outlining the organization’s definition, direction, and distinctiveness.

PSA should have two goals in its marketing efforts: first, to tie into the identity of the
parent organizations (Clemson University) and second, to promote its own identity.

A statewide marketing effort can help project a united, consistent, and unique image,
but only if all faculty and staff appreciate why image is important and how, when neces-
sary, it can be changed.

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Creating a Positive Office Image
The physical environment of the off-and on-campus PSA office does more than provide a
place for faculty and staff to work. It also gives information about the organization and its
image to clients and visitors. Office appearance tells them immediately whether the
organization and staff practice what they preach (or teach) and whether they care about
clients and their concerns. Attention to small things that clients encounter when enter-
ing an office can make a big difference in the image that they have of the PSA organiza-
tion.

Most of us need help in seeing things through another person’s eyes. We get very accus-
tomed to our surroundings and don’t realize that a visitor to our office just doesn’t come
with the same experience that we have. For example, everyone knows where the meeting
room is, right? Yes, everyone who works in the office knows where the meeting room is,
but is it easy for visitors to locate without asking?

One way to find out how target audiences view the PSA office is to invite a totally new
group of people to your office to share their impressions with you. Do you have a univer-
sity or community college nearby with a graphics program? Is there someone in town who
does marketing or advertising work? Ask these people to help you. You will be amazed at
what you learn about your office.

Go through your office as a visitor, looking for first impressions. Then work on solving
any problems you identify. The following instrument can help in analyzing your unit’s
image.

How to Do a Marketing Survey

The purpose of a PSA marketing survey is to determine the knowledge and opinions of
targeted audiences to programs and services. Marketing surveys can target elected offi-
cials, advisory groups, clients, potential clients and other groups. The information gath-
ered from the survey is used to direct program content and marketing efforts.

To conduct a marketing survey:

• Develop a questionnaire that may be administered over the telephone, in person or

in written form.

• Determine the type of information needed, the target audience, and the method.
Who will do the survey?

• Design the questionnaire to be simple, brief, and easy to understand.

• Test the questionnaire on staff members and others.

• Design your questionnaire to gather the information needed.

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Possible questions for a survey include:

• Have you been involved in educational programs sponsored by Clemson

University? If so, which programs?

• If you were to rate Clemson University Public Service Activities on a scale from
1 to 10 for its overall effectiveness, how would you rate it?

• What are the areas in which we could improve PSA educational programs?

• What county needs should our staff address in the next three to five years?

• What educational information would you be interested in receiving newsletters

about? (List subjects or types)

• What are the two things you like most about Clemson University Public Service
Activities?

• Do you receive publications from your county Extension office?

• If so, how would you rate the quality of the publications (excellent, good, fair or
poor)?

• In your opinion, what is the purpose of educational programs through PSA?

• With which Public Service Activities are you familiar?

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Chapter Four
Marketing the Educational Program

Effective marketing begins with product development. In PSA education, that means
program planning. It involves using advisory committees to identify critical issues and set
priorities for PSA initiatives. It includes identifying appropriate audiences, assessing the
needs of those audiences, designing appropriate program strategies, and carrying out
those strategies effectively with the aid and assistance of the committees.

Marketing the educational program must not be an afterthought. It is not a selling job
that begins after the program has been developed. It is a process that goes on continu-
ously, a process that is influenced by every decision and action taken by PSA profession-
als and the thousands of volunteers who work with them.

Marketing the educational program is more likely to be effective when the program is
directed toward critical issues and is based on clearly identified needs of specific audi-
ences. Effective marketing includes building ownership for PSA initiatives among key
decision makers, clients, potential clients and other targeted audiences who, after all, pay
for the programs through their taxes.

However, doing a good job is not always enough. As public resources continue to shrink,
more accountability is demanded of all government programs. Thus, effective marketing
must include specific measures of the impact of educational programs and accounting for
the results of those programs to appropriate audiences and decision makers.

Criteria for Excellence

The characteristics of an excellent program are obvious once it is finished. It is one that
was targeted toward a critical issue, an important need or concern, and that effectively
and efficiently fulfilled its expectations - solved the problem, resolved the issue it was
intended to resolve, alleviated the need it was intended to alleviate, or improved the
situation it was intended to improve.

Accountability forces our need for information on how to improve our programs. This
process does not allow us to wait until that time to determine if a program is excellent.
We must be able to judge the worth of a program before, during, and after it has been
implemented.

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Three criteria are essential for making this judgment of program excellence: relevance,
quality, and utility. Relevance means that the focus of the program is appropriate, that it
fulfills a need. Quality means that a credible procedure is followed and superior perfor-
mance is achieved. Utility means that the outcome is useful. For example, it can be
useful in an indirect or incremental fashion by adding to our reservoir of knowledge
about what is, what works, and what does not; or it can be directly useful by resolving
some issue or need.

Public officials want to know that the programs they support are on the cutting edge in
terms of meeting current needs and addressing current issues. They also want to know
that their constituents are benefitting from those programs. The criteria we provide
should help officials make decisions about such matters. Our criteria should also help us
rally consensus and support from these decision makers and our other stakeholders.
These criteria should be sufficiently rigorous to continually challenge PSA program
planners to plan and implement better programs. They should also be sufficiently practi-
cal to suggest measurable indicators of performance.

Rotating the Educational Program Inventory

The best marketing tool is a successful program; the biggest liability for any organization
is an outdated educational program. All educational programs evolve through a process
called the program life cycle. This process involves five stages:

Development: This stage includes initial issue identification, needs assessment, involving
appropriate members of advisory committees, determining the educational objectives,
designing strategies for implementation, preparing plans of action for teaching the
appropriate subject matter, securing resources, and planning for evaluation and account-
ability.

Introduction: The planned program is launched at this stage. Considerable organiza-

tional effort is usually expended to get the program moving. The number of people
involved in the program is usually minimal and total impact is likely to be low.

Growth: During this stage the number of people involved and the impact of the program
increase. The program becomes increasingly efficient in terms of the ratio of inputs
(resources) to outputs (impacts).

Maturity: Greatest visibility, number of people involved, and highest impact occur
during this stage. Mature programs may seem to move along almost on their own. A
mature program may be mixed with programs in other stages of the program life cycle to
achieve a balance in the total program mix offered by PSA through a department,
program team, county or cluster.

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Decline: The effectiveness of a program tends eventually to decline. The resources
expended result in less and less total impact. This phenomenon is natural and should
not be regarded as a failure on the part of either the agent/specialist or the organization.
The agent/specialist should assess the program using the marketing concepts discussed in
this manual and the appropriate programming and evaluation tools. It may be most
appropriate and efficient to terminate the program and to move on to other programs in
other stages of the program life cycle.

Organizational health is dependent upon a systematic and ongoing review of all pro-
grams. At what life cycle stages are educational programs? How much impact and
visibility have they had to date? What is the predicted life span remaining for the
educational programs? The goal is to achieve a mixture of programs in varying stages of
development, introduction, growth and maturity.

A timeworn saying advises “to get, you must give up!” PSA should heed this advice,
periodically shed past roles, and grow into new relationships. Like a butterfly’s metamor-
phosis, the process of letting go of programs is difficult but necessary for organizational
health. In an environment of shrinking resources, letting go is an excellent way to make
room for new initiatives.

Since new program initiatives can elevate organizational credibility and visibility, it is
important to rotate the inventory of educational programs. Sensitivity, care and judg-
ment are needed in successfully managing educational program inventories. A careful
balance must be struck between the infusion of new programs and the support of existing
programs. No matter how many new opportunities exist for PSA, the loyalty and support
of traditional clientele, cultivated through years of integrated marketing, must not be
sacrificed.

Careful strategic planning is needed to rotate program inventory without losing critical
client support. PSA can graduate programs in late maturity or decline by using three
marketing methods: downsizing, terminating or recreating programs.

Downsizing Programs
An option for freeing PSA resources is to downsize a program by reducing staff or finan-
cial involvement in the program. This technique should be used with educational
programs having at least moderate impact or visibility and a long life expectancy.

This integrated marketing technique involves identifying a significant program need,

demonstrating the value of addressing it, building other groups’ or individuals’ leadership
capacity for the program, and motivating those leaders to assume primary program
responsibility or using appropriate technology to reduce staff involvement. Organiza-
tional research suggests the following strategies for downsizing programs:

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• Empowering volunteers and clientele to take more initiative for programs. This
process involves providing the support of PSA through training, phone calls, personal
visits, and appropriate educational materials.

• Cosponsoring activities and programs with other agencies. Ensure that the cosponsor-
ship will bring visibility for PSA and full financial and staff support from other agen-
cies. Credit and visibility should be discussed with partners in advance.

• Soliciting special grants from government and private sources to hire temporary staff
members, addressing critical community needs that could not be addressed by the
permanent staff.

• Using electronic technology to extend staff resources. Distance learning, AG*SAT,

Internet and CUFAN, to name a few, can help us travel the “information superhigh-
way” that is widely promoted by the administration in Washington.

• Downsizing programs maintains organizational linkage at reduced levels of involve-

ment after the program’s value has been demonstrated. The benefit is that involve-
ment, visibility, and credibility are maintained but at a reduced resource level. This
technique maintains and builds networks that can also be strategically mobilized to
support future PSA funding requests.

Terminating Programs
Terminating programs is a difficult task but often a necessary one. Termination can release
professional time and resources for more critical programs. This strategy should be em-
ployed when:

• Short-term educational programming has been completed.

• Long-term programming is in its late maturity or decline stage.

• Under these circumstances, Public Service Activities’ continuing involvement could

invite a negative image or label. Here are some tips for terminating a program grace-
fully:

- Set a specific termination date for the program. Graduate the program partici-
pants with a ceremony and certificates.

- Encourage displaced program participants to become involved in other PSA

programs.

- Refer program participants to other agencies for assistance.

- Cooperate with another state to handle statewide leadership for a program.

• Research indicates that no single method of program termination is the most effective.
Professionals must choose the ones that best fit their situations. To protect opportuni-

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ties for future relationships, openly communicate staff decisions and rationale to
those involved and offer alternative educational programs.

Identifying and Marketing Successful Programs

As stated earlier, the most powerful marketing tool is a successful educational program.
When we plan programs, we must include an evaluation that measures the specific
impact that our program has on the lives of people. Before a program, we must ask what
difference it will make. After the program, the question becomes what difference did it
make.

The impact must be communicated to target audiences. Market star programs through:

• News releases sent to print and electronic media.

• Simple brochures distributed to elected officials, key clients and other target audi-
ences.

• Annual reports.

• Newsletters.

• Promotional video or slide presentations.

Departments, REC’s and program teams can assist this effort by a similar approach.

Marketing Initiatives
Initiative programming provides a unique opportunity to market PSA and its programs.
Initiative programs are based on high visibility issues of concern to a broad spectrum of
citizens. These conditions are ideal for marketing both the program content and the
organization that delivers the program.

We need to take advantage of the opportunity to market new program initiatives. The
techniques listed previously can be used for this purpose. As in all programming, mar-
keting should be a part of the entire process. However, marketing efforts are especially
needed in launching the programs and in demonstrating the socioeconomic impact of
the programs.

Marketing Through High-Quality Presentations

PSA faculty and staff are often called upon to give presentations. These presentations
may be part of an educational program directed to clientele or they may be intended for
professional groups, service organizations, or civic groups. Presentations provide a
valuable opportunity to market the organization.

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Making a competent, enthusiastic presentation and incorporating information about our
organization help you create a positive image for Clemson PSA. The following tips will
help you give a winning presentation:

• Confirm that there is a demand for the proposed program, at the time it is being
offered.

• Adequately publicize educational meetings in the news media.

• Prepare a “meeting survival kit” containing the essentials for conducting any meet-
ing. Include registration sheet, name tags, double-faced tape, podium sign, felt-tip
markers, extension cords, pencils, scissors, extra projector bulbs, paper, masking tape
and blank overhead transparencies.

• Make a good impression by knowing your subject matter, showing enthusiasm and a
positive attitude and being professional in dress and appearance.

• Develop a detailed outline to organize the meeting.

• Rehearse. A sloppy presentation is an insult to the audience that must endure it.
Invariably, rehearsal brings improvement. You’ll discover little things that will make
your presentation clearer, sharper, more colorful. Rough edges will get polished and
you will be more comfortable with the material.

• Be aware of how you look and sound. Most presenters have never seen themselves as
others see them. When they do, it usually comes as a shock. Before you give a major
presentation, consider videotaping yourself giving the presentation or have col-
leagues serve as critics. Seeking this feedback may be the most constructive step you
can take to improve your presentation.

• Anticipate the questions you may get. Write them down and prepare brief, factual
answers.

• Be sure that your visual aids are readable and professional in appearance.

• Know when to use images, slides, cards or charts. If you have an audience of 12 or
more, images and slides will be seen by everyone in the room. Any kind of audiovi-
sual aid that puts the lights out can also put your audience to sleep. Jumbo-size cards
or charts are more informal than slides and more likely to generate discussion, but
they aren’t usually effective for a large audience. You can make marks on them to
stress your points and can shift them around the presentation. You also can leave
them on display afterward.

• Preview all audiovisual material, learn how to operate the equipment, ensure that it
is working properly, and confirm that visuals are complete, with slides properly
marked. (Always pack extension cords and extra bulbs with your audiovisual equip-
ment).

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• Know what to do when the audiovisual equipment breaks down. Some suggestions:

- Declare a five-minute break and see how long it will take to get things going
again.

- Go on to something else that doesn’t require the incapacitated equipment and

hope that repairs can be made in the meantime.

- Open the meeting for questions or discussion on the material covered to that
point.

- Tell a brief story that relates to the situation.

• Become familiar with the facility where the meeting is being held. Locate the light
switches, room temperature control, sound controls, water fountain and restrooms.

• Arrange chairs, tables and audiovisual equipment the way you want them before
participants arrive at the meeting.

• Display the Clemson Extension logo on the lectern, podium, wall or easel. Use it in
conjunction with other appropriate PSA signage.

• Provide name tags for participants which display Clemson University logos.

• Psych yourself up before you present. You might tell yourself you know more about
the subject than anybody else in the room and that you are helping people by
providing information they need. Have your presentation so well prepared that you
have no doubts about it.

• Make a bit of nervousness work for you. It can spark your adrenaline flow and give
your presentation vitality.

• Be aware of your hands. Restless hands are a subconscious response to nervousness.

A few suggestions:

- Take loose change out of your pockets before you begin.

- If you’re using a table or lectern, don’t leave unnecessary items around to attract
restless hands or your audience’s attention.

- Don’t put both hands in your pockets.

- Rehearse in front of a mirror to see how you use your hands.

• Always introduce yourself. Include your name, title, and mention that you are with
Clemson University Cooperative Extension or Clemson University Public Services
Activities..

• Make your points clearly. Don’t leave gaps in your thinking. Once your audience
stumbles over your logic, you may have lost them forever.

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• Be comfortable saying “I don’t know.” If you don’t know the answer to a question,
make a written note of the question and the person asking it, promise to get back to
the person by a mutually agreed time, and follow through. Remember: In Extension,
we all want to demonstrate that individually we may not know everything our
clients ask, but we represent the gateway to a huge network and can find needed
information wherever it may exist.

• Don’t let your audience get ahead of you. If you have a number of itemized points on
a slide or poster, your audience won’t stay with you while you stand there and talk
about the first point. To cope with the basic human instinct to read ahead no matter
what you’re saying, you can do two things:

- Don’t reveal more than one point at a time on a slide or poster.

- Read through every item on your slide or poster, word for word. Then, go back
and elaborate on each point.

• When presenting a program to nontraditional clients and new audiences, provide a

brief overview of PSA. You might follow that overview with a few words about your
county or department’s current plan of work, citing significant projects.

• For statewide events, Extension specialists should provide the same Extension
statement, recognize any cosponsors (particularly other Clemson units like Agricul-
tural Experiment Station, Livestock-Poultry Health, Plant Regulatory Programs) and
relevant county offices.

• Try to enjoy making the presentation. Those who present best are the ones who get a
thrill out of doing it. Most great presenters have a sense of theater. They enjoy the
spotlight and move easily on a stage.

• Solicit feedback after the presentation from individuals in the audience. The trick
here is to invite constructive criticism that will help you with future audiences - not
just ask for a pat on the back. Avoid questions that can be answered with a simple
yes or no. Suggested questions include:

- What did you get out of that presentation?

- How might I have gotten my points across to this group better?

- How will you use what you heard today?

- What more can I do to help you in this subject area?

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Chapter Five
Integrated Marketing Communication

Administrators, faculty, staff, students, and alumni have a degree of pride and
loyalty to their prospective universities. How can this sense of pride be increased? Each
university has a public image. How can this image be stronger and more consistent?
Universities recruit students from all over the world, using many dollars. How can
recruiting costs be lowered and dollars be raised? Every university has accomplishments,
values and needs. How can these become more readily available to the general public?

Effective integrated marketing is designed to meet these needs of the organization.

Integrated marketing communication is a marketing system that can be broken down
into four parts. First, integrated marketing communication is coordinated and fully
integrated. It uses every aspect of the organization for both promotion and support in
order to communicate each strategic message. It is fully integrated because it uses all
parts of the organization to show unconditional and visible support.

Second, integrated marketing communication focuses on communication as well as

promotion. It is impossible to successfully promote any message without knowing what
the audience is looking for. Through key words and phrases, the audience reveals their
goals, which helps each message be shaped for more successful promotion.

Third, integrated marketing communication exists in direct correlation with the

university’s mission and vision. Catchy phrases are often temporary and cliché. The
goal is endurance.

Last, integrated marketing communication shapes its strategic message to its specific
audience. The Public Service Activities organization must customize its message to
achieve greater appreciation by the audience.

Integrated marketing communication concentrates on promoting, through communica-

tion, a strategic message that is meant to benefit the organization. There are three levels
in which integration must occur: strategic integration, organizational integration, and
message integration.

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Strategic Integration
The target audience should be assessed and its needs determined. An ongoing evaluation
exists between the target audience’s needs and the most effective ways to market the
strategic message. This system relies on feedback to assure that the strategic decisions
are on track.

Organizational Integration
With many land-grant institutions, communication and marketing functions are spread
among various divisions and departments, making communication difficult. Organiza-
tional integration encourages communication within each department by having all
aspects of communication and marketing report to one vice president. These depart-
ments may include public relations, advertising, publications, student recruiting, and
fund-raising among others.

Message Integration
In order for effective integrated marketing, messages need to be consistent and coordi-
nated with various media. These messages may change over time with the changing
demographics of the target audience, but the look, sound, and feel should remain consis-
tent throughout PSA.

The problem is not money

Whether or not an organization is successful with integrated marketing communication
is rarely a question of whether or not the university has enough money. Success comes
from having ideas of quality that support an organization’s strategic communication plan
and the commitment of the institution to strategic communication. The people and the
pride of the organization will, more often than not, make integrated marketing commu-
nication effective.

Source: Johnson, Robert E. and Robert A. Sevier, eds. “Understanding Integrated

Marketing Communication.” Integrated Marketing Communication. 3-10. New York:
CASE Books, 1999.

20


Chapter Six
Working with Media

Most people who have direct and frequent contact with PSA units also have a clear
image of the organization and its programs. To be effective, however, PSA must also
reach many others, including potential clients, community leaders and elected officials.

This task can be accomplished in part by personal communication, speaking one-on-one

with individuals. But to reach a larger audience, integrated communication - communi-
cating indirectly with people through the news media, publications and other methods
such as displays - is needed.

Communication serves one or more of theses purposes: to create awareness of our

organization and its programs (knowledge), to encourage people to participate in the
programs (preference), and to induce people to support the organization and its goals
(commitment).

Creating Favorable Awareness

We accept that only a fraction of the people in South Carolina know about Public
Service Activities and an even smaller percentage have a good understanding of its
purposes and programs. One of the objectives should be to increase awareness of PSA
and its purposes. We need to let people know that our organization exists but also that it
provides relevant, high-quality educational opportunities for South Carolinians.

The first step in creating and maintaining a favorable image is to provide high-quality
products and services that clients need and want. This step is accomplished by continu-
ally assessing client needs and by revising and upgrading programs to meet those de-
mands. But having those programs in place is not enough. We need to let people know
about them in a way that will help them develop a favorable image of the organization
and its products.

Creating a favorable image is best accomplished in the course of our normal activities.
For example, it may be as simple as trying to ensure that the name of Clemson Univer-
sity Public Service Activities appears in news articles describing programs and accom-
plishments. It may be the mention of PSA whenever making a presentation or broadcast

21


appearance. It takes just a minute or two to let people know that you are with Clemson
University Public Service Activities and to explain what PSA does.

Promoting Participation

The news media are very effective in creating awareness and can help persuade people to
take action, but other approaches are needed as well. For example, consider direct
mailing of program notices to targeted potential clients, and exhibits in shopping malls
or grocery stores. These ideas and many others have been used successfully in South
Carolina and other states to promote participation in Clemson PSA, particularly Exten-
sion, programs.

As you get ready to promote your next program, think creatively about how you can
reach the people who can benefit most from your program. And keep in mind that no
single method will reach everyone; some people will read about your program in the
newspaper, others will find out about it through television or radio, and still others can
be reached through other methods. It is important to find out what sources of informa-
tion are used and trusted most by those you want to reach, then use those communica-
tion methods.

This chapter provides advice on communicating via the news media, printed materials
and presentations.

News Media Relations

Although we would like the news media to be greatly interested in our organization and
everything it does, we must always compete for attention and news space with many
other organizations and events. For reporters to cover our activities, they must be consid-
ered newsworthy by the news media gatekeepers, usually newspaper editors and radio or
TV news directors. These gatekeepers make their decisions based on a number of crite-
ria, including:

• Appeal of the material to the largest number of readers, listeners or viewers. Call it
impact. Again, remember we are in competition for news space with many other
organizations, activities and events.

• Timeliness. The quicker and fresher the better. Not much irritates reporters, editors
and news directors more than a request for coverage of something that happened
weeks or months previously.

• What the competition is doing. As a general rule, you should not play favorites with
the news media, giving one your news release or information before others. But if, in
your communications planning, you have determined that one news medium is

22


significantly more important in reaching your targeted audience for a particular
event or activity, you may wish to give that newspaper or broadcast outlet special
consideration.

• How much resource is required by the news gatherers. If you do some legwork,
setting up some visual elements for photographs or television coverage, you may tip
the balance in your favor. If you are asking for a reporter to cover a program, will the
reporter have to drive far? Can you identify for the reporter a 30-minute “peak
action” segment of your three-hour program so that he or she can get the news
without sitting through the whole program?

• How well you are trusted as a news source. If you have established personal relation-
ships with key news media people, have made yourself available and helpful when
reporters have needed information from you in the past, and have otherwise demon-
strated that you are accurate, organized and well-versed in being an effective news
source, you have boosted your chances of success.

• Balance. If you have gone to the well too often, asking for coverage of too many
activities and events compared with other organizations in the news media
gatekeepers’ opinions, you may get turned down.

• Uniqueness. The unusual makes news: firsts, lasts, and onlys have been staples of the
news media for many decades. Unique or unusual events capture the imagination,
provide moments of diversion and lighten the gloom of much of the rest of the day’s
news.

• Conflict. Most news stories involve a conflict of some sort. If you can show a news
media gatekeeper an element of conflict between two elements of a story, your
chances for coverage increase.

Marketing through the News Media

Every time the news media carry news about PSA, it provides an opportunity to carry out
marketing objectives. Obviously, news about upcoming PSA programs and activities
helps to make people aware of those programs and promote participation. Contact PSA
Media Relations for assistance in preparing your news releases.

Stories about successful programs are very effective ways of letting the public know that
we provide valuable public services.

Sometimes the news media cover PSA-sponsored events but neglect to make clear that
the Clemson organization was responsible. Whenever you have the opportunity to
interact with the news media, slip in a little information about Clemson University
Public Service Activities such as mission, program areas and current success stories.

23


When talking with a reporter, identify yourself by name, title and the full name of our
organization. If you work in an off-campus office, you may wish to add that information.
If you are a specialist or administrator working on campus, mention your department.

If you write a newspaper column, do a radio show or appear on television, ask that your
name, title, phone number, office address and the full name of our organization be made
available to the media audience. Discuss with your media contacts the reasons for
requesting this identification. Proper identification will make it easier for their readers,
viewers or listeners to find information on the programs and services you provide. You
will be helping the news media, too, because none of them wants to misidentify the
people and agencies with whom they work.

Remember the news media’s deadlines. Try to help reporters get their information with
enough time to organize their material accurately. If a reporter calls you for information
and you cannot fill the request at that moment, ask when the reporter needs the infor-
mation, promise to get back to the person by that time and do so.

Special news events, such as news conferences, should be used sparingly, reserved for
high-profile happenings. Overuse of this communications technique can damage your
credibility with the media. If you do hold such a special news event, schedule it in the
late morning or early afternoon in consideration of news media production deadlines.

If a reporter asks you tough questions, he or she is merely doing a journalist’s job. Don’t
get upset with the reporter because you are building a relationship as well as dealing with
a specific news event.

When supplying a news release to the media, make it brief and simple. It should contain
the basic information on who, what, where, when, why, and how. Make sure there is a
date of release and a contact name and number. Supply any relevant visual information.
PSA Media Relations can prepare effective news releases or review yours.

Television
Before appearing in front of the camera, check your dress and appearance. Solid colors
work best and classically styled jackets and pants portray the best image. Try to get the
interviewer to give you some idea of the questions to be addressed so that you are pre-
pared for the taping or live show.

When working with television, think visually. PowerPoint presentations work well if the
images are well made.

Newswriting
Written information is by far the most common tool we use to market Cooperative
Extension and much of what we write is for the news media. Sometimes the news media

24


prefer for their reporters to cover events and prepare their own accounts. Often they will
make use of news releases sent to them. Suggestions on writing for the news media
follow:

• Before you write, ask yourself who is the audience, do they care about this, how do
you get their attention and how might you appeal to them?

• When you are ready to write, consider how you might explain the material to a
friend or family member, putting a premium on getting to the point fast. Gather
information, specifically who, what, when, where, why and how. Outline important
points. Get something on paper - don’t agonize initially over spelling, word choice
and other details that can be cleared up in the editing process that follows.

• Use short (15-20 words at most) sentences and short paragraphs (1-3 sentences).
Use familiar, simple words, explaining technical terms with simple definitions or
analogies. Keep your tone personal with the use of “you,” “I” and other personal
pronouns. Use active verbs.

• Since news releases are typically cut from the bottom to fit the available newspaper
or broadcast time, your outline should place the most important elements of the
release at the top, tapering off with material of lesser importance in what is known as
the “inverted pyramid” news release design.

• Let a colleague read your story. Invite constructive criticism and listen to it closely.
Polish and print. Send or take a neat copy to the newspapers and or broadcast outlets
you have targeted.

Writing a Feature Story

Feature writing differs from newswriting in one respect: its intent. A news story provides
information about an event, idea, or situation. The feature entertains, adds color or
interprets information.

The feature doesn’t usually follow the inverted pyramid style of the news story, nor does
it often contain the hard elements of who, what, when, where, and why in its lead
paragraph.

The feature’s lead paragraph sets the stage for the story by grabbing the reader, inviting
him or her to continue.

While many of the same rules in newswriting apply to features, such as short sentences,
short paragraphs and active verbs, feature stories can be more fun to write because you
can be more creative.

Whenever possible, use photographs that include clients.

25


Writing for Radio
Most radio stations take great pride in community involvement, and they try to make air
time available for public service announcements (PSAs) that they feel will be of interest to
their listeners. Because stations receive stacks of these announcements each week, the
competition for air time can be significant.

A PSA is a short notice designed to tell about some special service or an upcoming pro-
gram, activity, or event. Generally, stations accept PSAs from local, tax-exempt, nonprofit
groups and charitable organizations.

Most PSAs are either 60 seconds (approximately 150 words) or 30 seconds (approximately
75 words), although stations quite often run other lengths. To assure professional quality,
stations generally prefer written copy to taped spots so that their station announcers or
personalities can voice the material.

Here are some additional hints for producing PSAs and other material for radio:

• Make the copy interesting and conversational, working to grab the listener’s attention
in the first few seconds.

• Write for the ear, not the eye. Be conversational, writing the way you would talk. Limit
sentences to no more than 20-25 words as a general rule. Use active verbs. Be precise
when dealing with names, titles, and charges. Personalize the copy, using the word
“you” whenever possible. Repeat the name of your program and other key names, dates,
addresses and phone numbers as often as possible. Avoid long numbers or complex
statistical data that could be confusing. Round things off (for example, 5,000 feet is
almost a mile). For numbers like 1,500 a misplaced comma may make a great differ-
ence, so play safe by writing the number 15-hundred. Use punctuation to underscore
mood, tempo, and rhythm, as well as to clarify, emphasize, and dramatize your copy.
Use dots (. . . ) to indicate a comma or short pause. Capitalize words to be stressed.

• Talk about listener benefits - what’s in it for the listener, not for the writer.

• Plan a high impact closing. Typically, this is your best opportunity to ask your audience
to take some action, such as attend a program, send a soil sample or call the county
office for additional information.

• Prepare your copy on a PC, double-spaced with wide margins to make it easy to read.

• Attach a short cover note explaining the reason for the announcement, with a start
and end date for broadcast plus your name and phone number as contact person so
listeners can call for more information.

• If you are mailing your announcement to stations, do so at least two weeks before you
want it to air. Address it to each station’s public service director and follow up with a
phone call. Personal delivery increases your chances of getting the spot aired.

26


Editing Your Own Writing
Many experts agree that effective editing is as important as good writing. Consider the
following tips as ways to help yourself communicate in print more effectively.

• Let your work sit for a while - 24 hours if possible - before editing it. You’ll view it
with a fresh perspective.

• Be ruthless with your first draft, especially the first few paragraphs. Delete, substitute,
rearrange, and insert as necessary. If you can scratch out some words without weak-
ening the message, chances are you will improve the piece. Seek short, punchy words
to replace long, showy ones. Replace abstract words and terms with concrete ones.
Avoid jargon and technical terms. When you have to use technical terms, explain
them. Use the strongest, most active verbs you can find.

• Vary the length of your sentences and paragraphs; an occasional one-word sentence
or one-sentence paragraph can add interest and emphasis. Avoid using paragraphs
longer than seven or eight typewritten lines.

• Read the copy aloud for content and style. When it comes to detecting errors, the
ear often is better than the eye.

• Make sure your outline is easy to follow, that the message moves logically from
beginning to end and doesn’t ramble and confuse.

• Make sure your copy explains who, what, when, where, why, and how.

• Put yourself in the reader’s or listener’s place as you reread the manuscript to be sure
nothing can be misinterpreted.

• Verify all numbers and the spelling of all names and special terms.

News Media Interviews

Interviews with the news media are important chances to promote Clemson University
Public Service Activities programs in your own words to large audiences.

During an interview, you can help shape public perceptions by providing honest answers
to timely questions and by showing your support and enthusiasm for our organization.
Some of us are apprehensive about interviews, often for good reasons, but the benefits of
doing interviews far outweigh the drawbacks.

One benefit of a news media interview is that your message, in the context of news,
carries more weight than advertising and other forms of targeted media. Newspaper
readers and broadcast audiences know advertising is controlled by the advertiser, but
believe the news media control the news messages. If you are prepared for the interview,

27


you actually control it. But since the public doesn’t know that, your message is more
effective.

Accountability is another benefit of participating in news media interviews. As a pub-

licly supported organization, we have a responsibility to keep taxpayers informed about
our activities.

When you are called by the news media to do an interview, contact the PSA Director of
Marketing and Public Relations. There are several questions and points you may want
to raise:

When and where is the interview?

How long will the interview take?

Who will conduct the interview?

What is the topic?

What other agencies or individuals will be interviewed?

If the interview is being done following a news report or some other recently released
information, ask for an opportunity to review that material in preparation for the inter-
view.

You have the prerogative of asking the reporter to give you time to prepare for the
interview. If you need a chance to check the literature or contact a colleague for advice,
tell the reporter that, find out his or her deadline, and arrange to talk before that time.

The following suggestions may help you with an interview:

• Know your subject. Good preparation builds self-confidence. You may wish to bone
up on recent research developments in the topic area. References to that research
will demonstrate that you keep abreast of developments.

• Before the interview, select two or three key points you want to get across, then
weave them into your answers during the interview. Repetition of those points is a
plus.

• Answering a question with “No comment” seldom serves you well. “No comment”
sounds evasive and suspicious. Off-the-record remarks generally are not wise, either,
especially if you have not established ground rules at the beginning of the interview.
• If you tell a reporter something, then say it was off-the-record, the reporter is not
bound to honor that request. If a topic is sensitive, don’t say more than you had
planned, sticking to the two or three selected points you decided in advance to get
across in the interview. When you have answered a question, stop talking. Often, a

28


good reporter will create an uncomfortable silence that is designed to encourage the
interviewee to stick his or her foot in mouth.

• Answer only those questions that are within your area of expertise. If the reporter
asks questions about which you do not have adequate information, say so, and refer
him or her to the PSA director of marketing and public relations. A key impression
we can make on reporters, clients, and others is that if we as individuals don’t
happen to have the information someone is seeking, we represent an almost limitless
network (agents, specialists, researchers and others throughout the land grant
university system in addition to the USDA and other governmental agencies).

• If the reporter inquires about a controversial issue, notify the PSA director of
marketing and public relations. A coordinated voice throughout Clemson University
Public Service Activities is the goal.

• If you cooperate with a reporter and believe the story was reported unfairly or
incorrectly, call the reporter and ask for a correction. At least express your concern.
Provide specific facts or incidents resulting from the story to substantiate your claim.
Since you probably will need to work with that reporter on other occasions, don’t
risk alienating him or her over something minor, like the style or tone of the report-
ing. Only complain about a gross factual error or a major misrepresentation. If the
reporter refuses to make a correction, speak diplomatically with his or her immediate
supervisor.

• Also in the spirit of building strong working relationships with the news media,
resist any urge to ask a reporter to show you his or her story before it is printed or
aired. Most won’t agree to that anyway, and the message you are sending to the
reporter is that you don’t trust him or her. At the conclusion of the interview, you
might give the reporter your phone number and schedule, offering to be available for
clarifications as the reporter is assembling the material.

• Anecdotes, analogies and visual aids are very effective. (Visual aids also give you
something to hold, which can help reduce any nervousness.)

•For a radio interview, be prepared for a small studio and many distractions which you
need to ignore if possible. Avoid pauses when answering questions on a live radio
program since silence (dead air) on radio is no good. The shorter the answer, gener-
ally the better. A rambling answer may lose your listeners. When you have con-
cluded your answer, pause and allow the host to speak. You can refer to notes, but do
not read directly from them and be careful not to rattle your pages. Convey sincerity
and enthusiasm to listeners through your voice. Use the host’s first name occasion-
ally; if you know the caller’s first name, use it. “I don’t know” is not a bad answer as
long as you follow it immediately with “but I’ll find out for you.” Ask a listener to
call you at your office (which gives you another opportunity to plug your phone
number) or get the person’s name and number so you can call back with the informa-
tion later.

29


• For a television interview, bring visual aids or props, such as 4-H record books, plant
cuttings, horizontal 35mm slides or simple graphs. Watch the show you will be
appearing on so you will be familiar with its format. Arrive on the set early to
introduce yourself and become comfortable with the studio. Give the interviewer an
idea of your expertise, enough information to introduce you properly. As with a radio
or newspaper interview, come armed with two or three key points you want to make,
then weave them into your answers. Maintain eye contact with the host or the
camera (you might ask before the program which the interviewer or stage manager
wishes). Sit up straight, leaning slightly forward.

• You want to be remembered for what you said, not what you wore, so dress comfort-
ably and conservatively. Avoid stripes, plaids, small prints, and the colors black, red,
and white.

• Special suggestions for men: For a formal interview in an office setting, wear a solid
light blue shirt and a dark blue or gray suit. Dark over-the-calf socks are essential. For
a more informal interview where the suit is not appropriate, stick to solid colors,
avoiding striped or plaid shirts, jeweled tie tacks, gold chains, bulky identification
bracelets and wild ties.

• Special suggestions for women: For a formal interview, wear a solid, light-colored
blouse and a plain dark suit or blazer. Avoid sparkling jewelry, distracting bracelets,
large earrings, ruffles, narrow or short skirts and low-cut necklines.

30


Chapter Seven
Marketing on the Web

The Web is a new frontier with limitless horizons. Its vast information reaches all across
the globe. The Web has the ability to propel any organization or idea into uncharted
territory creating undiscovered results. At the same time, if not done properly and
factually, the Web can have phenomenally damaging effects.

The Web is visited daily by millions of people of all ages creating an ideal marketing
opportunity. Browsers are constantly jumping from one page to another, stopping only
for a few seconds at a page that may catch their eye. These few seconds are the start of
the journey towards the goal of building an ongoing relationship between frequent
viewers and your site. You want them to feel the need to “bookmark” your site so they
do not miss out on upcoming information. Sites that are frequently bookmarked include
student and university newspapers, alumni notes, press releases, academic areas, and
sports news. With constant visitors, sites should frequently be updated to post the most
current and up-to-date information.

It is essential to communicate clearly on the Web.

• Your page should create an emotional involvement by concentrating on the benefits

to the reader.

• The Web should always create interest. A browser will not spend time on a page
that is boring and monotonous.

• E-mail communication is one of the more popular features of the Internet. Use it.
Include links to e-mail addresses of special interest. Distribute publications or
newsletters through e-mail.

• Be cautious of having a slow site. If it is too slow to download, most people will leave
it before it is loaded.

• A “search” feature at the beginning of your site is useful. It allows the visitor to find
information easily and quickly.

• Use “I” and “you” to create a personal tone.

• Material should be written for its audience. For example, if you are trying to bring
in prospective clients, write to keep them interested.

31


• The Web should be interactive. Create ways to get responses. That way, the
browser feels an attachment to your page, and you have suggestions for improve-
ment.

It is impossible to predict what the future will hold, but if the Web and technology
continue along the same path, information available over the Internet will continue to
grow exponentially. Successful marketing will have to demonstrate the ability to set
your site apart from the others. Through research and experimentation, you can track
what parts of your site have the most beneficial results and what do not. Every site can
track useful information about how many people visit a site, what they do when they get
there, how long they stayed, and where they came from. Use this information to con-
tinually make your site better.

• Record which pages have the most people doing what you are asking. For example,
donating money or signing up for more information.

• Track how many people visit each page in your site. What makes the popular pages
popular? Update and change the unpopular ones.

• Use your log files to track the site that your visitors came from. Think about
placing advertisements on the sites that give you the most traffic.

• Change and experiment with your site according to your researched information, but
do not change your page all at once. Doing so makes it difficult to track which
improvements were positive.

Most importantly, keep your site user friendly and interesting. Keep it interactive
through e-mail. Through research of your visitors, continually change and update your
page while keeping the contents audience appropriate. It is important to keep your page
attention getting, but be careful not to overload it with ALL the latest technology. You
should make sure your page remains quick to upload and easy to browse.

32


Chapter Eight
Working with Volunteers

An excellent marketing strategy is the use of volunteers. They serve as ambassadors who
take the PSA message to friends and relatives. When you utilize volunteers in construc-
tive and meaningful tasks, you are assured of their success with your programs. It is
imperative that procedures are in place that give the volunteer a sense of accomplish-
ment.

Giving and volunteering is slowly rising in the United States. Nationwide, volunteers
donated 20.3 billion hours in 1995, more than a billion hours higher than in 1993. This
marks the first real increase in giving of volunteer services since 1989.

The Presidential Summit on Volunteerism, started in 1997, calls American of all ages to
volunteer. The national theme is American’s Promise, and it’s being carried out in state
programs across the nation. Youth participate as partners and learn the positive differ-
ence they can make for others in their communities. Youth carry the ethic of volunteer-
ing into adulthood.

Volunteering - freely giving of one’s time to help others - is big business in monetary
terms. The 1996 Independent Sector cities a 1995 Gallup Survey: 49 percent of U. S.
adults 18 and older averaged 4.2 hours of volunteer activity per week. This activity
translates into 20.3 billion hours a year. At $13.73 per hour (the average nonagricultural
wage) the annual dollar value for formal volunteering $201 billion.

One of the most successful PSA volunteer program is in Extension with the Master
Gardener program. This state-wide project educates potential volunteers and encourages
them to work with target groups with gardening programs. Other PSA programs utilize
volunteers to extend the reach of programming and to free specialists for other educa-
tional programs. The South Carolina Botanical Garden makes use of volunteers to
maintain the beauty of the Garden and to participate in Garden projects.

The most significant increases in volunteering have been among senior citizens, ages 75
and older (36 percent volunteered, up from 27 percent in 1990) and among divorced,
separated, and widowed people (40 percent volunteered, up from 36 percent in 1990).

33


A Volunteer Development Process
When working with volunteers, the following guidelines will help you in carrying out a
successful volunteer program:

• Identify people who have the competencies and attitudes for specific volunteer
responsibilities.

• Select volunteers. Study the background of potential volunteers; motivate them to

fill selected positions.

• Orient volunteers so they know what to expect.

• Train volunteers to improve their performance.

• Utilize volunteers to make the best use of their skills and abilities.

• Recognize and reward volunteer performance.

• Evaluate the results of volunteer performance.

Working with youth volunteers is a rewarding experience for the PSA professional.
Youth have an unbiased and optimistic view of the world that is contagious. Projects
that make use of this energy should be encouraged in the plan of work. In summary,
when working with youth volunteers, remember they:

• have lots of energy

• like to be with friends

• like to have fun

• need reflection time to talk about what they’ve learned

• should work with a coach

• appreciate adults who can speak and understand their language

• are results-oriented

• require flexible scheduling.

Working with adults, on the other hand, is not very different from working with youth.
Adults are in a group, mainly dependent upon age. Adults as potential volunteers can be
grouped into four age categories:

• Seniors, born in 1926 and earlier

• Builders, born from 1927 to 1945

• Boomers, born from 1946 to 1964

• Busters, born from 1965 to 1983

34


Each group offers unique characteristics that should be noted.

• Builders and Seniors

- value the volunteering concept

- desire “peak” personal health

- value church and related organizations

- like short-term commitments

- may live on fixed incomes and savings; have income considerations

- are concerned about safety

- value the radio as a communication channel

- desire results vs. personal relationships

• Boomers

- are risk takers

- apt to be workaholics

- like to network

- are very goal-oriented

- have a strong sense of self-worth from the volunteer job

- like to operate from a position of power

- value rules and traditions

- may be subject to emotional and physical fatigue

• Busters

- many emphasize personal benefits

- often challenge existing rules; seek reasons for “why” something is being done

- life meaning may be derived from personal interests; not through work

- many have frequent job and career changes

- may want others to entertain them (movies, television).

It is useful to know the unique characteristics of potential volunteers. In project plan-

ning and volunteer recruitment, this knowledge will help in task assignments which will
enhance program outcomes.

35


Material in this chapter, Working With Volunteers, taken from:

Calvert, Patricia, ed. The Communicator’s Handbook: Tools, Techniques, and

Technology. Gainesville. Florida: Maupin House, 2000.

36


Chapter Nine
University Image Policy Statement

In order to control use of the name “Clemson University,” the wordmark, the seal and
University tiger symbol designed in 1995, and other official subordinate graphic symbols,
the Clemson University Board of Trustees has determined that the name “Clemson
University,” the word “Clemson” used in the context of Clemson University, the Univer-
sity seal, the University tiger symbol and other authorized symbols shall not be used for
any noncommercial official, quasi-official, promotional or similar purpose by any organi-
zation, group or activity without the express approval of the Board of Trustees. The
Board delegates to the administration the responsibility for implementation of this
policy. In these cases, “the administration” refers to the Publications and Marketing
Services Department of the Division of Administration and Advancement. In keeping
with existing procedures, symbols created in the Athletic Department will be managed
by the Athletic Department.

University Image Guidelines

1. Clemson University’s official image is a wordmark combined with the University seal
designed in 1995.

2. The wordmark: The wordmark consists of the stacked words “Clemson” and “Univer-
sity” separated by a rule (line) and is the central element in the institutional identifica-
tion program. Authorized subordinate elements may be used with the wordmark. The
wordmark and primary academic and administrative subordinate symbols were adopted
by the Board of Trustees in October 1995 and registered. The new University tiger
symbol was adopted at the same time. The name of the University is “Clemson Univer-
sity.” The initials CU should not be used as the University name. The wordmark is set
in Goudy typeface in all capital letters. Other unit names are set in the same type when
appearing with the wordmark. The wordmark should be used whenever it is appropriate
to visually identify the University. The value of such a graphic element to immediately

37


identify the University is realized only when it is used throughout the communications
program and when its design integrity is protected through exact specifications and
consistent application. Any use of the wordmark or symbols except as described in these
guidelines must be approved in advance by the Director of Publications and Marketing
Services.

3. The seal: The University seal consists of a stylized Palmetto tree atop three steps,
representing the University’s tripartite mission of teaching, research and public service,
against a silhouetted backdrop of mountains. The trunk of the tree is a Doric column
representing academia. “South Carolina” is printed at the foot of the steps. “Clemson
University” and “1889,” the year of founding, follow the contour of the circle and are
separated by two stars, representing our military heritage. The seal is used for diplomas,
certain certificates and other documents of an official nature. The seal is also the
appropriate subordinate symbol used on letterhead items and business cards for all
academic and most administrative departments. The seal adopted in 1995 is a revision
of the seal last revised in 1958.

4. The University tiger symbol: The University tiger symbol is a stylized representation
of the tiger statue at Littlejohn Coliseum. Some administrative departments may use the
University tiger symbol designed in 1995 as a subordinate element if it is determined by
the Department of Publications and Marketing Services to be more appropriate for their
external marketing needs. Undergraduate Admissions is an example of a department
that may wish to use the University tiger symbol because it appeals to their younger
target audience.

38


5. Other authorized subordinate symbols: No unauthorized wordmark, logo or graphic
element can be used to represent the University or any of its colleges, schools, divisions,
departments, programs or offices. However, some units, such as those with significant
external responsibilities or a high level of public visibility, have distinct logos that can be
used as subordinate symbols with the wordmark. In certain instances a graphic element
consistent in design with the wordmark may be developed for a University program if
there is sufficient justification for its approval. In these cases, the Board delegates respon-
sibility for approval of additional logos to the Vice President for Administration and
Advancement. (As noted in Guideline 3, all academic departments and most adminis-
trative departments will use the wordmark with the University seal as the subordinate
symbol.)

6. The wordmark must appear on the front or back of all publications and printed
materials, all titles for films, videotapes and slide presentations, all official signage and
certain University vehicles. Requests for exact specifications should be made to the
Department of Publications and Marketing Services.

7. The wordmark and authorized subordinate symbols must not be rekeyed, redrawn,
reproportioned or modified in any form. Its features must not be combined with non-
authorized subordinate symbols such as line drawings of Tillman Hall, organizational
symbols, original drawings or additional lettering. Allowable modifications include
replacing the “o” in “Clemson” with a tiger paw for athletic uses only, and replacing the
word “University” with “Extension” for Cooperative Extension use. Any other modifica-
tions must be approved in advance by the Director of Publications and Marketing
Services.

8. Because the “Clemson” wordmark and University seal are registered with the U.S.
Patent and Trademark Office, and the new Tiger symbol is currently in the process of
becoming a registered mark, any unauthorized commercial use of these marks is subject
to applicable laws in the state of South Carolina and in the United States of America.
All commercial use of the marks indicated above, as well as other registered Clemson
University marks, shall be approved by the University Director of Trademarks and
Licensing and follow the guidelines and procedures of the Clemson University Licensing
program, as developed in 1982.

9. The wordmark and subordinate symbols may be printed in one or two colors. Autho-
rized academic colors are purple (PMS 268) and orange (PMS 158). Refer to the style
manual for exact color regulations. The wordmark and subordinate elements may also be
reproduced in black-and-white, or the colors that best complement the project.

10. A detailed style manual of exact applications is available either from the Clemson
University Department of Publications and Promotion or from Clemson University
Public Service Publications.

39


Stationery --This is
a reduced image of
Clemson University
stationery format.
The actual size is
81/2” x 11”. It is
printed in the two
colors identified in
the Clemson
University Image
Policy Statement.

UNIT NAME
Unit Address City, State Zip
000.000.0000; FAX:000.000.0000

Business Cards -- This is

the format for Clemson
University business cards.
It measures 31/2” x 2” and
is printed in the Univer- Employee Name 2”
sity colors. A supply may Title
be ordered from Univer- UNIT NAME
sity Printing Services. Unit Address City, State Zip

Prices and quantities are 000.0000 FAX 000.000.000 e-mail address

available by telephoning
(864) 656-2041. 3 1/2”
Format for business cards

40


4”

Name 2 1/2”
Full Name
Title

Cooperative Extension Service

Format for permanent name badges

4”

3”
Name
Full Name
Title

Public Service Research

Format for temporary name badges

Name badges --Each Extension employee will receive a permanent name badge
in the format shown above.

Temporary name badges for guest speakers or other visitors can be made using
preprinted name badge sheets available from the Bulletin Room. These blanks
fit the template for Avery 5384 labels that can be selected from the Format menu
in WordPerfect 6.1. When cut out, these badges fit in a 3” x 4” plastic holder.

41


Stationery --This
C O O P E R A T I V E E X T E N S I O N S E R V I C E
is a reduced image
of the stationery
format for Exten-
sion units and
county offices.
The actual size is
81/2” x 11”. It is
printed in the two
colors identified in
the Clemson
University Image
Policy Statement.

UNIT NAME
Unit Address City, State Zip
000.000.0000; FAX:000.000.0000

The Clemson University Cooperative Extension Service offers its programs to people of all ages, regardless of
race, color, sex, religion, national origin, disability, political beliefs, sexual orientation, marital or family status and is an equal opportunity employer.
Clemson University Cooperating with U.S. Department of Agriculture, South Carolina Counties, Extension Service, Clemson, South Carolina.
Issued in Furtherance of Cooperative Extension Work in Agriculture and Home Economics, Acts of May 8 and June 30, 1914
Public Service Activities

Business Cards -- This is

the format for Clemson
University business cards.
It measures 31/2” x 2” and
is printed in the Univer- Employee Name, 2”
sity colors. A supply may Title
be ordered from Univer- UNIT NAME
sity Printing Services. Unit Address City, State Zip

Prices and quantities are 000.0000 FAX 000.000.000 e-mail address

available by telephoning
(864) 656-2041.
3 1/2”
Format for business cards

42


4”

Name 2 1/2”
Full Name
Title

Cooperative Extension Service

Format for permanent name badges

4”

3”
Name
Full Name
Title

Cooperative Extension Service

Format for temporary name badges

Name badges --Each Extension employee will receive a permanent name badge
in the format shown above.

Temporary name badges for guest speakers or other visitors can be made using
preprinted name badge sheets available from the Bulletin Room. These blanks
fit the template for Avery 5384 labels that can be selected from the Format menu
in WordPerfect 6.1. When cut out, these badges fit in a 3” x 4” plastic holder.

43


©

Lectern Signs -- Each county cluster is provided with 14” x 9” signs for use on a
lectern, podium, wall, easel, exhibit or display.

Putting Knowledge
©

To Work

Banner -- Each county cluster has been provided a 10-foot banner. A 30-foot
banner is available for check-out from the Bulletin Room.

Cooperative
Extension Service

Signs -- Each county office has a supply of interior/exterior signs printed in the
University colors that can be used in the hallway or on the door of the local
office. These are made of weather-resistant material and printed in plastic ink
and could be used temporarily in outdoor locations as needed.

44


Permanent metal exterior signs follow the same design and color pattern and
should be manufactured according to specifications of the Clemson University
Planning Office (864) 656-2010. These signs can be custom manufactured to
meet the specific needs of each county office building and location.

©
©

Cooperative Putting Knowledge

Extension Service To Work

Slides -- Color slides in two formats have been provided to each county director.
Any slides with old, outdated logos should be removed from slide presentations
and discarded. If additional slides are needed, they can be purchased from the
Clemson University Communications Center for a nominal fee.

Overhead transparencies from these slides can be made on most color copiers.
Commercial vendors will charge at least $5.00 per overhead. The publications
staff in the Department of Information, Computer and Program Resources at
(864) 656-5946 can assist in obtaining overhead transparencies.

Note cards (5 1/2 x 4 1/4) and envelopes may be purchased from the Bulletin Room.

45


Information Leaflet 57 -- A
promotional brochure entitled
“Extension Is ...” is available free
from the Bulletin Room. The
brochure provides a brief descrip-
tion of the Cooperative Extension
Service and its mission.

Cooperative Extension Service

©

___ For Your Information ___ Note, Initial, & Return

___ Take Appropiate Action ___ For Your File
___ For Your Approval ___ Call Me
___ For Your Signature ___ Prepared Reply for
___ In Reply to Your Request Signature

Date: ___________________

To: ______________________________________________

Remarks: _________________________________________

________________________________________________

________________________________________________

________________________________________________

Enclosure Slips -- This

is the recommended Signature of Extension
employee authorized to use
format for penalty mail penalty mail and privilege
enclosure slips. These
should be printed in one The Clemson University Cooperative Extension Service offers its programs to people of all ages,
regardless of race, color, sex, religion, national origin, disability, political beliefs, sexual orientation,
marital or family status and is an equal opportunity employer.
color. Recommended size Clemson University Cooperating with U.S. Department of Agriculture, South Carolina Counties,
Extension Service, Clemson, South Carolina. Issued in Furtherance of Cooperative Extension Work
is 31/2 by 6 in Agriculture and Home Economics, Acts of May 8 and June 30, 1914
Public Service Activities

46


©

NAME

Place cards (8 1/2 x 11 table tents) are for sale in the Bulletin Room at a
minimal price.

47


Cooperative Extension Service
Putting Knowledge To Work

INFORMATION AND DIRECTORY

(COUNTY NAME)

Each cluster of counties is supplied with covers for a cluster directory. These covers can
be bound together with inside pages containing information about county staff and
services. A format has been set up for laying out the inside of the directory and is
available on disk or on the network.

48


© ©

© ©

SOUTH
CAROLINA

18 8 9

49


50