Magazine “Information That Works!” May/June 2005 A Publication of the Learning Resources Network www.lern.org

n Developing your one-year marketing plan — pages 6-7

n Ideal marketing timetables — page 8

n Negotiation: Goals are gold — pages 12

n Best tips from association executives — page 17

Plus great brochures, web sites and more AtAt AA GlanceGlance

Taking humor seriously Find out why customers Get a handle on how you Why does humor make us feel opt out of e-mail handle stress good? A team at the Stanford Uni- It always helps to discover why While you may not be able to pre- versity School of Medicine, led by customers who love you decide to vent stress in your life, changing Alan Reiss, M.D., found that hu- leave you. It can be particularly your perception of it can improve mor triggers the part of the brain easy to get this information when your response to its physical and that rewards you by making you those customers decide to emotional consequences. Re- feel good. Brain scans of volun- unsubscribe to your e-mail news- search suggests that these three teers looking at cartoons — some letter. Just add an active link near “C” attitudes will improve the funny and some not — showed in- the unsubscribe confirmation ask- way you cope. creased blood flow in the part of ing them to explain why they are • Commitment. Have an interest the brain responding to the funny leaving. Not everyone will answer, and sense of involvement in ones. “Humor,” Reiss says, “has of course, but any who provide spe- what is happening in your life, significant ramifications for our cific complaints or responses will instead of simply observing it. psychological health.” The re- help future marketing efforts. • Control. Have a sense that you searchers report in the December can influence the events that af- 4, 2003 issue of Neuron that their Adapted from EmailUniverse.com fect your life. goal is to better understand the ben- • Challenge. Instead of feeling un- efits of a good sense of humor. lucky or overwhelmed by stress or change, view it as a chance Source: AARP Bulletin, February to respond creatively and posi- 2004, Roberta Yared tively.

Here is another reason to consider Adapted from Stress Management using humor when writing course by James S. Gordon, M.D. descriptions. For appropriate classes, it can be motivational, and beneficial, for the reader. When a group discussion Boost your creativity goes astray You’ve heard the saying, “There’s nothing new under the sun.” Don’t Use this phrase to refocus people’s What are rivals up to? believe it! There may be no origi- attention on the task at hand: “Let’s Appoint in-house experts nal ideas, but you can always adapt back-track and see how this relates Every marketer wants to keep track old ones. Start a “swipe file.” When to the original question.” There’s a of what competitors are doing, but you read about, see, or hear a re- simple way to evaluate how effec- few have time to track all of them. ally creative idea, cut it out or write tive your meetings are. Pass out a To share the load, ask each mem- it down. Don’t limit your creativ- sheet of paper at the end of the ber of the marketing team to be- ity by concentrating on only your meeting, posing one question: “If come an expert on a particular own business or closely-related you did not have to attend this meet- rival. To share the valuable infor- fields. It’s amazing how many ing, would you?” If more people mation, ask each person for regu- ways you can adapt, modify, or answer “No” than “Yes,” rethink the lar updates — by email, or through emulate seemingly unrelated ideas. usefulness of the meeting. your intranet, for example. Source: Communication Briefings, Adapted from Intervention Skills January 2004

2 LERN Magazine | May/June 2005 In This Issue... One-Year Marketing Plan Your end-of-year report ...... 6 Writing your one-year marketing plan .... 7 Marketing Timetables Community programs ...... 8 Work-related programs ...... 8 Best Web Sites Best of the Month ...... 9 Magazine Association ...... 10 Community Education ...... 27 Professional & Business ...... 28 Customer Service “Information That Works!” The five forbidden phrases your staff should never utter ...... 11 Partnerships Negotiation: Goals are gold ...... 12 LERN Magazine is the leading periodi- Academic Partners Contract Training cal on lifelong learning. It is published Devon Jensen, Electronic University Working with a special event presenter .. 14 by the Learning Resources Network Consortium and The Best Brochures (LERN), the leading international asso- University of South Dakota Business...... 15 ciation in lifelong learning, with more (Master’s Degree) Association ...... 16 than 4,000 members in 16 countries. Jan Wahl, San Diego State University Best Back Cover ...... 21 LERN provides training and consulting (Courses for credit) Gen X ...... 22 Associations to providers of lifelong learning pro- Best tips from association execs ...... 17 grams. LERN Magazine is available to International Partners Direct Marketing Organizational Members. To join or for A. Demyanchenko, Postgraduate Consider the four-page self-mailer more information, call 800-678-5376 Institute of Education, Moscow, promotional piece ...... 19 weekdays 8 am- 5 pm CT, or send e- Russia (Russia seminars) Gen X mail to [email protected]. A Gen Xer writes his own job description Corporate Partners — watch out! ...... 20 eMarketing The LERN Team Cem Erdem, August Enterprises Your top ideas for online marketing ...... 23 Here are some of the people on the LERN (Lumens LLMS software) Leadership team. For more team members, see the Cultivating your authentic next issue of LERN Magazine. Conference Exhibitors leadership style ...... 24 ACEware Systems Strategic Planning The eight cardinal rules for CE department Elected Board Officers Cambridge Educational Services CareerLearn.org fiscal management ...... 25 Chair: Cecilia Bowie, Chicago, IL From CEUs to ILUs Classware Registration Software Chair-Elect: Doug Soo, Vancouver, BC Use two criteria to measure Past Chair: Pete Hangen, Virginia Coaches Training Institute online learning ...... 26 Beach, VA greatBIGnews Great Tips Treasurer: Leon Zaborowski, River International Association for More great tips from your colleagues ..... 29 Falls, WI Continuing Education & Ask LERN Training (IACET) Big, tough marketing questions August Enterprises — and their answers in brief ...... 31 Senior Management Teaching Online Market Trader On-Line William A. Draves, President The latest new online teaching tips ...... 33 Julie Coates, Vice President National Mail-It Greg Marsello, Vice President Worksafe Institute of Washington At A Glance ...... 2 Xenegrade Corp DemograFacts ...... 4 Online Faculty WorldWide Learn What Works...... 5 Dr. Rita-Marie Conrad, Tallahassee, FL LERN Resources ...... 30 What’s New at LERN ...... 31 Dr. Rena Palloff, Berkeley, CA Dr. Keith Pratt, Tulsa, OK On the cover: Mount Royal College Faculty Les Howles, Madison, WI of Continuing Education & Extension does a great job on the front of its brochure, also. See page 21 for the back cover.

LERN Magazine | May/June 2005 3 DemograFacts

Get Local with Gen Y Previous generations went to the local li- performance based on security and data- In the next decade, Gen Y will come to brary to do research during normal busi- bases, among other criteria. represent 41 percent of the U.S. popula- ness hours; generation Y accesses tion, according to the U.S. Census Bu- multiple libraries around the world via Source: Katherine Meyer, The Journal reau. Until recently, its entire existence the Internet at any time. Previous genera- Report Online was spent in a period of unprecedented tions waited until 6pm for the nightly prosperity and a cocoon of creature com- news with Walter Cronkite or Dan Rather; forts the likes of which we’ve never seen the Net generation gets e-mail headlines Excerpts from a before. Generation Y is the most tech- as they occur from CNN.com. Generation X Dictionary nology-fluent, multi-tasking, adaptable, Expectations for personalization and team-oriented group of workers in Air Family: Describes the false sense of By the time students leave college today U.S. history. They are also the most im- community experienced among cowork- they are fully accustomed to shaping their patient. They grew up with cell phones, ers in an office environment. pagers, laptops and bottled water in a digital world. This is user-centrism (think learner-centrism) to the extreme. They world of AIDS, crack and terrorist at- Anti-Sabbatical: A job taken with the customize their Yahoo home pages to get tacks. (seattlepi.com) sole intention of staying only for a lim- local headlines and weather. They choose Marketers who want to reach worldly- ited period of time (often one year). The which news stories to read based on topic. wise Gen Yers need to craft products and intention is usually to raise enough funds And, of course, they create their own pitches that are more realistic. To rejuve- to partake in another, more personally greatest hits collections by downloading nate its Gen X hit House of Style, for meaningful activity such as watercolor favorite songs. example, MTV switched the emphasis on sketching in Crete or designing computer- the weekly fashion show from celebrity knit sweaters in Hong Kong. Employers Expectations for community lifestyles to practical information, with are rarely informed of intentions. segments on decorating your bedroom and The Net generation is adept at working larger and more diverse social networks buying a prom dress. “We adapted the Consensus Terrorism: The process that than previous generations. When I was a show to be more of what they wanted to decides in-office attitudes and behavior. see,” said Todd Cunningham, director of teen my social world consisted of a few friends on my block who could be quickly brand research for MTV. Knee-Jerk Irony: The tendency to make corralled for a game of touch football. To break through Gen Y’s distrust, flippant ironic comments as a reflexive But the power of digital communications marketers are trying to make their ap- matter of course in everyday conversa- has muted the importance of geography proach more subtle and more local. Con- tions. sider sponsoring community events, or and magnified the value of common in- terests. Today’s teens use e-mail, instant hand out coupons or T-shirts at local con- McJob: A low-pay, low-prestige, low- messenger and cell phones to keep in fre- certs and ball games. The idea is to let dignity, low-benefit, no-future job in the quent and immediate contact with doz- kids stumble onto your brand or program service sector. Frequently considered a ens of friends. in unexpected places. satisfying career choice by people who have never held one. Source: Business Week online Source: AXIOM Professional Health Option Paralysis: The tendency, when given unlimited choices, to make none. Gen Y Expectations Much of the World In addition to the many unique traits the is still missing from the World Wide Web. Ozmosis: The inability of one’s job to emerging Gen Y group possesses, you Although government agencies are mov- live up to one’s self-image. can be sure they have three significant ing online — 21% of the world’s govern- expectations: ments have online services, up from 16% Recurving: Leaving one job to take an- in 2003 — progress has been slow as other that pays less but places one back Expectations for real-time access budget and bureaucratic forces limit the on the learning curve. The new generation demands instant digi- public sector’s adoption of new technol- tal gratification. Previous generations ogy, according to a new report from Successophobia: The fear that if one is waited a week for the film to be returned Brown University. Of the new countries successful, then one’s personal needs will from the “photomat;” Generation Y snaps that do offer government sites, research- be forgotten and one will no longer have digital pictures with camera phones and ers found that Taiwan and Singapore out- one’s childish needs catered to. e-mails them to friends within minutes. ranked the U.S. and Canada in overall From Douglas Coupland’s Generation X

4 LERN Magazine | May/June 2005 What Works n Consolidate operations responsive. Their input not only is Some options: delegate the most oner- Consolidate regular and routine op- good for you, but reinforces how you ous, routine or time-consuming activi- erations by designating one person as value your staff and their importance. ties to another person; give the person Operations Professional. Room sched- a day off; incorporate some activities uling, registration promotion distribu- n Cover trends the person likes or feels are fun in- tion and finances can all be done more Recent brochure cover trends include: stead of a chore; and mandate normal effectively and efficiently when one • Large, focused single image routines and reduce overwork. person is in charge of these activities. graphics • Marketing slogan or headline n When a mistake is made n Vision statements work • Your program name in smaller When a team member makes a mis- Vision statements are practical. They type, near the bottom take, it is important for leaders to say direct your long term planning, are • NO phone numbers or emails or the right thing. essential to creating annual objectives, addresses Here’s what to say: “You’re an im- and are vital to internal publicity in • YES to URL on the cover, back portant part of this team. I know you your institution. cover, and/or inside. were trying to do your best when this Vision statements should be only happened. Thank you for trying and one to two sentences long. n Too much to read for learning what to do in the future.” Be more selective in your reading. In- n Tell instructors to write stead of trying to read a whole news- n Measure by division Give your instructors guidelines on paper, magazine or newsletter, pick Your program’s “Divisions” are the how to write a good course descrip- out the writers, topics or pages most most critical level of analysis for your tion. Even though your staff may edit of value to you. financial success. A “division” is a or rewrite them, instructors can pro- Then bookmark your favorite top- group of classes or events that have vide valuable copy and wording if ics or pages online. one of the following (not all, just one) they are told how to write a good There is no way to keep up with in common: course description. all the information anymore. Don’t - Same audience For more, see LERN’s Writing even try. - Same subject matter Course Descriptions article. - Same format n Volume discounts work Individual events and courses will be n New courses, higher A number of organizations have put all over the map. Your organization’s prices more emphasis and promotion into overall numbers are nice but not pre- When developing new courses, look getting groups to register. The group cise enough. Your Divisions’ numbers at pricing them slightly higher than or volume discount, especially of in- tell you what is going right and what your average prices right now. terest to government, agencies, busi- is going wrong. Developing new courses with lower nesses and associations, is a win-win than average prices costs more to pro- for everyone. n Don’t promote less duce, generates less income, and has They get lower prices per person, Target more. Be more cost effective less surplus. Valuable staff time you get more income and higher in your promotion, but do not cut back should go to producing new events profits. your overall expenditures on promo- and courses that boost your financial tion. Promotion should be from 10% position, not lower it. n Spot staff burnout early to 20% of your income, depending on Your best, most enthusiastic workers what kind of activities you offer. n Ask the janitor may burn out more quickly than other Reallocate valuable promotion dol- Forget your local marketing consult- employees. Look for signs of burnout lars into those techniques that work ant. Ask your janitor for input on how in your best workers, then offer or best, retention marketing and online to make your more programs more ef- even mandate some work changes. marketing. fective, more customer friendly and

LERN Magazine | May/June 2005 5 One-Year Marketing Plan Your End-of-Year Report

one-year marketing plan is 1. One-Year Marketing Plan Ex- 5. End-of-Year a cornerstone of a rede- ecutive Summary Statistics Asigned lifelong learning pro- This part of the report is your evalu- This is a gram. If you do not have a one-year ation of how well you did meeting gathering of marketing plan, start now. It may the goals set in the Executive Sum- all of your not be perfect the first year, but you mary of the Final Report. end-of-year will quickly feel the benefits of hav- reports. For ing the plan. 2. End-of-Year Financial State- the year, total A critical tool in helping you en- ment income, registrations, surplus, total hance and improve your one-year This statement is in dollars and per- promotion costs, total production marketing plan for the next year is centages, comparing final numbers to costs, average participants, overall to do an end-of-year report. budget and to the previous year. cancellation rate, overall The end-of-year report should be brochure:participant ratio, top three complete within three months of the 3. Timeline performing divisions and worst completion of your fiscal year. It How “on-time” were you? Here is three, classes/events per person and does not have to be long. It does where you evaluate your ability to average income per person. You also have to be done. meet the timeline want to look at market segments, The end-of-year report pro- you set. Were you sales per customer, percentage vides you with the data by 50%, 75%, 90%, growth, market share versus market which to compare what you etc. effective? potential, top product and top cus- wanted to do, and what got ac- One day late, one tomers. complished. By comparing week late? what you wanted to do with the An important part of making your results, two vital things stand out: 4. Promotion Perfor- next one-year marketing plan a suc- • What did not get done, and the mance Analysis cess is knowing what you did right consequences. In this section you rank the success in the previous year, and simply re- • What did get done, and what the of each promotional campaign by peating and doing again the same results were. looking at financial performance and things you did right. By knowing those two things, you enrollment performance. To do this, The other important part, of have what you need to modify and use your promotion and cost analy- course, is modifying what you did enhance next year’s one-year mar- sis reports and plot the success or not do, or what didn’t work. But keting plan. failure using the star, cash cow, knowing, and then repeating, what problem child and dog chart. All re- worked is utterly of the highest im- End-of-Year Report ports throughout the year are in- portance. This report is made up of five parts. cluded in this section. It is essential to generate this report and to keep the information on file. You will be referencing it.

6 LERN Magazine | May/June 2005 Writing Your One-Year Marketing Plan

arketing success is depen- including Average Participants per Who conducts the activity (Part G) dent on three things: think Course/Event, Average Courses/Event Every activity should be assigned a Ming marketing, writing mar- Fee, Course/Event Cancellation Rate person who is responsible for conduct- keting, and executing your marketing. and Brochure:Participant Ratio. ing the activity. Having a written one-year market- ing plan is the second essential fea- Unit/Division Objectives (Part C) Summary ture. When you write it down, it is The information in your annual ob- Now you know: much easier to make it happen. jectives is broken down by division. • What will be done. A division is a group of activities • When it will be done. One-Year Marketing Plan (classes, events) that have something • Who will do it. Written Plan in common, such as the same subject This makes it much easier for every- After gathering the information and area, same audi- making the decisions necessary to ence, or same complete the blueprint, you are ready format. Differ- to write out the One-Year Marketing ent divisions Plan. This is the report that is distrib- have different uted to staff and it is the report that objectives, management uses as its guiding light profit potential, during the year. and ratios. It is an action plan that says: - What gets done. Session Objec- - How many, at what cost. tives (Part D) - When (deadlines are included). The information - Who is responsible for each ac- in your annual tivity. objectives and division objec- Executive Summary (Part A) tives are broken This is an overview of your one-year down by session marketing plan and it includes: (semester, month) or other time pe- one on staff to get the marketing plan • Highlights of the most critical as- riod. Different time periods (winter executed, and for your organization pects of what needs to be done. versus summer) perform differently, to meet (or exceed) your objectives. • New activities that you have not so objectives have to be different. done before. Your one-year marketing plan should Overall Promotion Strategy (Part E) be complete three months prior to the Annual Objectives (Part B) What is your strategy for the year with start of your fiscal year. You should These are your program’s objectives regard to number of brochures, num- start developing the report six months for the full year. These objectives are ber of mailings, spin-off brochures, prior to your fiscal year. This allows tied directly into your annual budget. special newsletters, special programs you to use the information you have Along with financial numbers, here is for targeted audiences, emails, web generated after six months of activi- where you list total projected regis- site updates, faxes, etc.? ties from your present fiscal year. trations (broken down by repeat and new customers), new versus old pro- Timeline (Part F) grams, total brochures and LERN’s Deadlines. This is critical. Every day four key formulas for your program, your promotion goes out late, you lose registrations. Every activity should have a timeline, and deadline.

LERN Magazine | May/June 2005 7 Marketing

One-Year Marketing Timetable One-Year Marketing Timetable for Community Programs for Work-related Programs

If you are doing a “community program,” this is the timetable If you are doing a continuing professional development or work- to use to maximize registrations and marketing effectiveness. related program, this is the timetable to use to maximize your Community programs include any that reach individuals in registrations and your marketing effectiveness. their residences (as opposed to work place), and usually have Work-related programs include any that reach individuals in activities (classes, events) for personal development, such as: their work place, and usually have activities (classes, events) - Community education - Recreation for professional development, such as: - Avocational and leisure learning - Noncredit - Seminars - Certificate programs The critical part is when the brochure is mailed. Mail five to - Workshops - Continuing education courses seven weeks before the start of classes. Earlier than seven weeks - Distance education and it is too far out for people to plan, later than five weeks and people do not have enough time to plan. Recommended Timetable for Continuing Professional Development or Work-related Programs Recommended Timetable for Courses 6+ months out 6 months out • Develop/select new courses/events. • Develop/select new courses. • Analyze reports from last 12 months. 5 months out • Set division goals: financial & registration totals, new vs. • Analyze reports from last 12 months. old and segments/niches. • Set division goals: financial & registration totals, new vs. 5 months out old and segments/niches. • Finalize courses/events, descriptions, logistics and prices. 4 months out • Update web site as soon as course/event information is fi- • Finalize courses, descriptions, logistics and prices. nalized. • Prepare all other information and artwork for brochure. • Prepare all other information and artwork for brochure. 3 months out 4 months out • Get brochure desktopped, proofed and prepared for printer. • Get brochure desktopped, proofed and prepared for printer. • Get brochure printed. • Get brochure printed. 7 weeks out 14 weeks out • Do first brochure mailing. • Do first brochure mailing. • Do first street distribution. • First round of email notices can go out. 6 weeks out 10 weeks out • Do any specialty brochure mailings. • Do second brochure mailing to best prospects and past par- 5 weeks out ticipants. • Do second brochure mailing. 6 weeks out • Restock street distribution. • Do a third brochure mailing, or post card, or fax, to your 4 weeks out best customers (past participants). • Do radio, TV and newspaper work so advertising/publicity 4 weeks out occurs during the two weeks prior to the start of courses. • Any advertising or publicity occurs during the two months • Do any posters, speaking engagements or other segment/ prior to the start of courses niche-focused publicity/public relations. • Send out email promotion. • Send out email promotion. • As registrations come in, stuff confirmation letters with • As registrations come in, stuff confirmation letters with announcements of some upcoming events. announcements of some upcoming events. • Look at the half-life of courses to determine which stars • Look at the half-life of courses to determine which stars you may want to spend more promotion dollars or time on. you may want to spend more promotion dollars or time on. 0-3 weeks out 0-3 weeks out • Send final emails. • Send final emails. • Continue to look at half-life of courses and start making go/ • Continue restocking street distribution. no-go decisions on courses. • Continue to look at half-life of courses and start making go/ After start of courses no-go decisions on courses. • Analyze course financial and registration totals. After start of courses • Analyze course evaluations. • Analyze financial and registration totals and evaluations. • Run and analyze end-of-term reports. • Run and analyze end-of-term reports.

8 LERN Magazine | May/June 2005 Best Web Site of the Month

Simple, elegant, with a beautiful graphic and smart marketing copy, a state-of-the-art home page for George Papallo, CEO of Macquarie Community College in New South Wales, Australia.

LERN Magazine | May/June 2005 9 Best Web Site — Association

Good design, categories of events, and some copy — but not too much copy — comprise a good education main page for the American Trial Lawyers Association in Washington, DC; Margie Lehrman, Senior Vice President, and LERN primary contact member.

10 LERN Magazine | May/June 2005 Customer Service The five forbidden phrases your staff should never utter

Sometimes the most costly busi- ness mistakes can happen in only four to six seconds when talking with a prospective participant. Here are the five forbidden phrases you don’t want your staff using when talking with a poten- tial participant.

Forbidden Phrase #1 “I don’t know.” There is no need to ever utter these words. If you do not know, find out. Usually, there isn’t a thing you cannot find out. Instead say: “Gee, that’s a good question. Let me check and find that out for you.”

Forbidden Phrase #2 “We can’t do that.” Instead say: “Here’s how we Forbidden Phrase #5 This one is guaranteed to turn your can help you with that.” or “The “No,” usually at the beginning participants away, usually with next time that happens, here’s of a sentence. their blood boiling. Yes, there are what you can do.” The word “no” sends your cus- some things no one and no orga- tomers to the competition. It has nization can do. But you can re- Forbidden Phrase #4 no positive use and conveys total phrase it positively by telling “Hang on a second, I’ll be right rejection. Most sentences are people what you can do. back.” grammatically correct without the Instead say: “Boy, that’s a tough If you’ve ever said that to a caller, word. one. Let’s see what we can do.” you’ve lied. Not a big lie, but nev- Instead, turn every answer into Then find an alternative solution. ertheless an unnecessary one. In- a positive. Say: “We aren’t able stead, ask the caller if she or he to refund your money, but we can Forbidden Phrase #3 can wait while you get the infor- provide you with a voucher for an- “You’ll have to ” mation. other event or class.” Wrong. The only thing that a po- Say: “It may take me two to tential participant has to do is die three minutes to get that informa- and pay taxes. Do not treat your tion. Are you able to hold while I most valuable customers as victims. check?”

LERN Magazine | May/June 2005 11 Partnerships Negotiation: Goals are gold by Julia King Tamang, Content Goals • Increase this partner’s confi- Senior Consultant, Contract Training Content goals are the traditional area dence in our capability to do this of focus in deal making. They in- work together. veryone knows something clude all of the substantive and in- • Protect myself from this party’s about negotiation. You prob- substantial options that we’re E past history of being disorga- ably conduct several negotia- considering — the thing, the price, nized or dishonest. tions each day. You negotiate with the terms of delivery, these sorts of colleagues, family members and pro- thing. Based on our content goals, • Create financial and other business viders of consumer goods and ser- we shape “positions.” Our positions benefit for this partner so I can call vices. In negotiation, the more you are our wants and needs that are usu- in this chip in future work. know, the more you win. You don’t ally our bargaining points. “I want get what you deserve, you get what a $5,000 raise,” is a content goal Identity Goals you bargain for. It’s not a case of expressed as a position. Identity goals are a subtle but pow- fairness, it’s a case of skill, experi- When you prepare for a negotia- erful aspect of negotiation. Atten- ence and planning. tion, get clear on your content goals, tion to identity goals is most and their relative priority. Ask your- important when there has been past What does success look like? self which goals are Very High pri- conflict — surfaced or not — with ority, which are Less High and which the other side. Identity goals answer • You met or exceeded your goals. are Frosting on the Cake. Note the the question, “What do I want in re- • Your success is good in the short relative priority of each goal. If any gards to my identity in this negotia- run and in the long run. are non-negotiable, say so. tion process?” It doesn’t hurt to imagine what Identity goals could include state- • You strengthened the relationship the other party’s content goals are, ments to yourself like: for future business. but you should remember to verify • I want to nurture evidence that I • You had an efficient bargaining this when you’re face to face. am a capable and trustworthy process. team member. Relationship Goals Let’s look at the role of goal set- Relationship goals are the things that • I want to exert my authority as ting as part of the negotiation plan- are important to us about the rela- Department Head, but I want to ning process. tionship with the be seen as fair and open to other In order to meet or exceed your other party. people’s thinking. goals, you need to be clear about Clarifying this what they are. This seems obvious, before you nego- Priority Goals but few negotiators are clear enough tiate will tell you The fourth goal set is priority goals. about their goals when they come how important These goals center around your pref- to the table. the relationship erences for process and communi- In most deals, there are four kinds is in the short and long run; how you cation in the negotiation. They are of goals that need attention and plan- can enhance this relationship for fu- the answer to the question, “What’s ning. These four goals are: ture business; and what areas of the important to me about how we com- municate and how we work together 1. content goals relationship might be problematic or helpful in this particular deal. in this deal?” 2. relationship goals Examples of relationship goals These goals can include state- ments like: 3. identity goals might include statements like these: • Both parties agree to respond to 4. process goals. • Grow trust with this partner, to encourage future willingness for communication in 48 hours. shared risk.

12 LERN Magazine | May/June 2005 •After due consideration, all you may be an important goal for side’s content goals where all the agreements should be put into the other side. Only by knowing the negotiators can see it. By doing this, writing before final commitment other side’s goals will you discover you allow for goal trading through- is reached. these easy giveaways. When you out the bargaining process. know them, you need not disclose to It’s better not to prioritize the list. Creating clear goals in content, re- the other side that this goal is easy Just list the most key goals for each lationship, identity and process will to give away. side. Don’t worry that the goals help you know what’s at stake. Hav- Make each of your seem incompatible in the beginning. ing decided your goals in advance goals important, Once you have the content goals will help you get more of what you but not deal break- posted, look for goals that are shared. want, and it will help you avoid sac- ers to the other If you both want the deal to be con- rificing important wants in the heat side. When you summated in two weeks, this common of the negotiation. concede on a goal, ground is one place you can begin the be sure you’re getting something of bargaining. It will be easy work, since How do you clarify goals in equal or greater value. you fundamentally agree. each of these areas? The more you know about the Remember that goals shift during Create a document that has one page other side’s goals, the more you can a negotiation. Both parties may dis- for each area. Ask yourself, “What’s use your knowledge to help them get cover goals mid-process that did not important in this area, for this deal?” things that they value. Sometimes, come out in the initial assessment. Construct a running list over the giving the other side what they want This is not a sign of dishonesty. Add preparation period. will not cost you much. This doesn’t those emerging goals to the list. Talk to other people who might decrease its value to the other side, Developing clarity on your key know your goals. Ask them if they or its importance or weight as a ne- goals before the negotiation begins see items missing from the list. Add gotiating chip. will add clarity and efficiency to the anything that’s missing. Finally, or- If you are selling a house and the process. The time you spend clarify- ganize the list other side wants to get in early, it ing goals will be saved later as you into three catego- may or may not cause you inconve- negotiate. You’ll spend less time spin- ries for each goal: nience. If you set an early move-out ning your wheels in fruitless talk and Very Important, date and make the property avail- you’re more likely to get — and to be Less Important able on a schedule that is beneficial able to give — what’s important when and Frosting on for the other side, you should ask you’ve decided on what that is. the Cake. for something in return. Don’t be surprised if the other When you’re negotiating, you’ll Ideally, you should begin a nego- side has a very limited sense of what work to accomplish as many of your tiation by asking the other side their goals are. Most novice nego- Very Important goals as you can. what’s important to them in this ne- tiators are less clear on what they These will be the ones you’ll least gotiation. Get as much information want than you might think. It’s a want to give up as concessions. The about what they want, what they are favor to both sides to begin by clari- Less Important goals can be carefully trying to do and what they think the fying outcomes in the very begin- traded with the other side, if neces- obstacles are to getting what they ning. While it’s true that there may sary, in acts of compromise. The want. Keep the focus on their needs be goals that each side is not will- goals that are Frosting on the Cake, until you understand as much as they ing to disclose, the more that’s made can be offered and traded freely. are willing to disclose about what known, the easier fruitful deal mak- It’s good to remember that some- they’d like to get. It’s a good prac- ing will be. thing that’s Frosting on the Cake for tice to keep a written list of each

LERN Magazine | May/June 2005 13 Contract Training Working with a special event presenter

It’s a good idea to boost program income The Event what numbers, if the room is locked when by hosting a few special event speakers Each event has a purpose, and many have a they arrive. Let the speaker know where each year. An event that draws 300 people theme. Let your speaker know well in ad- the materials will be. Provide storage space with a $15 ticket, for example, would vance the purposes of the event. Are people for empty boxes and means for disposing bring in nearly $5,000. A ticket of $150 there for up-to-date information or skills, of packing materials. with the same number of attendees would to network with colleagues, or to share in- Have someone to help with AV needs gross $45,000 — a nice bump to your formation? Communicate your theme, so before the event and be sure that equip- usual income. In addition to this, orga- the speaker can design materials and a pre- ment, including the speaker’s personal hard- nizing annual meetings for associations sentation to fit inside the thematic intent. ware, is secure in the room during breaks. and other groups is a possible contracted It’s possible that your speakers will service that most any department can do. The Location need to ship items to their home base LERN has a publication on special Be sure the speaker knows the address, after the event. Help by offering to see events management designed for people room name or number, and commuting that a shipper picks up the materials. who have little or no experience design- arrangements most commonly used for this ing and implementing events. venue. If there are special considerations, Catering like the need for a parking pass, provide If your event is catered, let speakers know one in advance to save them from cross- both the schedule and the kinds of food Julia campus or cross-town walks. I once ar- and beverages that will be served so they rived at 6am at an urban campus and found can answer participant’s questions and King out I needed 12 quarters for parking! schedule the presentation appropriately. Remember, you are familiar with your Tamang town and campus or hotel, but your speaker Helping Your Speakers in the Long Run may have never been there before. Tips If possible, ask if the speaker has special Senior Consultant, well known to locals will be helpful to food or beverage requests and accommo- Contract Training your visiting attendees and speakers. For date them when you can. Your participants example, I visited Hawaii this year, and are coming for a day, so pastries and cof- If you have a guest speaker, how do the event coordinator let me know that fee are a pleasant breakfast for them, but you ensure that you’ve done everything doing a “test drive” to the site in daylight your speaker will not stay healthy for long possible to make sure the speaker will do hours was a good idea, since many local with a sugar-and-caffeine start three or four the best possible job? street names were long and remarkably days a week and a high-carbohydrate high- similar in spelling. This simple tip saved sugar lunch for years on end. The Topic of the Presentation me time and averted potential problems. Provide chairs so speakers can rest Be as clear as possible about the presen- while they talk to participants on breaks tation topic, and how and why this topic The Hotel and before and after the event. is relevant and important to this audience Let your speaker know as much as you Other supports include having several at this time. Give the speaker a sense of can about the hotel where they’ll be stay- bottled waters, or a pitcher of water and how much people know about the topic, ing. How close to the airport? Is there a two clean glasses; tissues; sticky notes; and what their special interests, challenges shuttle? If they’re driving, is there major markers that work; masking tape; and or opportunities might be in relationship construction along the route? Does the phone numbers or location of people to it. Ask the speaker to provide a few hotel have internet access? A pool or gym? available to help if anything goes wrong. titles of related books, articles or web sites Provide the location of the nearest emer- for people who might like to learn more. Materials gency phone, and have the business card of Track materials shipped in advance, and a reliable taxi service for arranging or re- The Audience keep the speaker apprised of when they ar- arranging a ride to the airport or elsewhere. Tell the speaker who will be in the audi- rive and who at the event site has the boxes. Presenters who spend many days a ence and if there are any “mine fields” to year on the road will have systems avoid in relationship to the topic. If there Set Up worked out to support you, but your or- will be attendees with specific questions Let speakers know whether they will be ganization can also help create the condi- or needs, let the speakers know so they setting up or if it will be done by a staff tions for success by taking care of the can pre-think the issues and be ready to member. Tell them when the room will be speakers’ needs so they can focus 100% respond with good answers on the fly. available for set up and who to contact, at on your people and your meeting.

14 LERN Magazine | May/June 2005 Best Brochure — Business

Professional graphics and business colors (black, gray, green) make this a fine brochure for the The University of Findlay in Findlay, Ohio.

LERN Magazine | May/June 2005 15 Best Brochure — Associations

A theme, lots of color, and few words make this a good conference brochure cover for the Minnesota Society of Certified Public Accountants in Bloomington, MN.

16 LERN Magazine | May/June 2005 Associations Best tips from association executives this year

SUCCESSFUL CERTIFICATE The reason: people are still making de- ONLINE INCENTIVE FORMAT cisions early even when they register “late” Speaking of ways to generate earlier Our online certificate programs are very or close to the time of the program. AND online registration, we experi- popular, says Susan Bakewell of the As- Instead, send out faxes and emails mented with an “online incentive” for sociation of Operating Room Nurses. near the time of the event to capture our conference, says Judy Gombita of Each program is divided into topic ar- those last-minute folks. the Certified General Accountants of eas and the students have 3 weeks to Ontario. Instead of having an across- complete the topic and then the next MULTI-MEDIA APPROACH the-board early bird registration price topic is opened for the students. The With marketing increasing in sophisti- break, we had an “online-only registra- students can go back and finish a topic, cation, a multi-media approach is be- tion” price break discount of five per but the other topics are open to the stu- coming more common. Here is one cent on the conference fee. We set a dent as well. An online format with dis- marketing schedule provided by Thom deadline to receive the break, partly as cussion boards and various learning Lowther for his events by the Ameri- a way of monitoring its effectiveness. activities are utilized. can Institute of Architects. By the (early bird) online registration “Like most other associations, we price break deadline, we had already GIFT INCENTIVE GROWING post an announcement about the event received 59% of our total registration Another trend we are seeing is an early as far in advance as possible on our for the conference. Our real goal was incentive to register, which is not related website to set dates. We then send out to increase usage of the online registra- to price, says Judy Gombita of the Certi- monthly emails with increased informa- tion (away from mail, fax and phone). fied General Accountants of Ontario. For tion as reminders as the event draws And it worked. This year 70% of at- example: “The first 50 people to register near. We often mail out postcards se- tendees registered online. receive a free copy of our guest speaker’s lectively 5-6 months out, again as re- most recent book, X.” minders. This year we have added a ONLINE INCENTIVE SAVES general mail piece outlining the pro- MONEY HUGE GROWTH AREA gram and major speakers and topics. We provide an incentive for early online So far this year we have doubled sales Our major (slick) piece this year should registration, says Thom Lowther of the over last year with our contract semi- arrive about 45 days prior to the event.” American Institute of Architects. Feed- nars, says Cheryl Green of the National back to the registrants was immediate Fire Protection Association. A contract USE LISTSERV TO MARKET and it has saved us $1,000s in process- seminar is an in-house or on-site semi- As the date of conferences (and select ing and related costs, he notes. nar with a fixed set price, sold to mem- seminars) approaches, we make use of bers or other organizations. our dedicated listservs to promote the SEGMENT EMAILS Contract seminars are a huge growth functions, says Judy Gombita of the Segment your emails, says Bill area for associations. Certified General Accountants of Hermanek of the AED Foundation, the Ontario. Our listservs (a.k.a. e-mail dis- education side of the Associated Equip- PRICING CONTRACTS cussion lists) are targeted to sectors ment Distributors association in Instead of a sliding scale or per person (controllers, self-employed practitio- Oakbrook, IL. fee, have one set fee for your contract ners, etc.). Although they represent only He sends out four different types of seminars, says Monica Horvat of the Na- a percentage of the membership, it tends emails — one each for his two primary tional Association of Insurance Commis- to be the “involved” members who reg- occupational specialties (retailers and sioners. Then allow the client to have as ister/participate in them. After posting parts), and one each depending on many people attend as they want. an event reminder (generally one to two whether the association member has al- weeks ahead of the event) our program ready registered, or has not yet registered. DON’T MAIL LATER supervisor for conferences and seminars Hermanek uses Cvent software to Even with registrations coming in much can see an uptick in registration. The help him do it, but you can do it in closer to the time of your association reminder gently pushes members to- other ways as well. seminar or event, do not mail your bro- wards the online registration option — chures out later. Keep mailing your bro- the fastest and easiest way to do it. chures early.

LERN Magazine | May/June 2005 17 New This Year Generational Marketing eMarketing

featuring keynote speaker eMarketing expert Debbie Weil

Debbie Weil Debbie WordBiz, Washington DC — PLUS — Dan Belhassen eMarketing leader Dan Belhassen greatBIGnews, Winnipeg — AND — Dr. Tom Steiner Dr. Tom Steiner San Diego Laughter with a message • Back by funny demand

New Orleans • November 17 – 19, 2005 “the most exciting week of the year in lifelong learning”

REGISTER NOW! Call Chris at 1-800-678-5376 or fax the form on the back cover of this issue to 1-888-234-8633.

QUESTIONS? Go to www.lern.org/annual_convention or send e-mail to Debbie at [email protected].

18 LERN Magazine | May/June 2005 Direct Marketing Consider the four-page self-mailer promotional piece

Consider the four-page self mailer pro- - A special offer, with “See Special - If an order form is on the back motional piece. Offer Inside” or “Check it out” to page: For some promotions, the post card encourage readers to look inside • make it simple, clear, uncompli- two-step promotion may be too little, cated, and leave some white and a brochure or a promotion in an 3. Second page space. envelope might not get read. For - This first inside (left-hand side) years, the five-piece stuffer in an en- • have a headline at the top indicat- page repeats the copy on the cover, velope was the best package, but ing it is the “Registration Form” plus adds the highlights, benefits, maybe no longer. or “Registration is Easy” or “Or- who, why and end results copy. For those promotions where you der Form.” want a direct reply and have some 4. Third page • have underneath the headline a copy, consider the four-page self- sentence such as, “___Yes, please - This second inside (right-hand side) mailer. It has worked for us at LERN. register me for your (name of pro- page has lots of copy. gram) program.” Here’s What It is About - Fill the page with copy. If some- - Either on the back page (ideal) or one has spent this time with your bottom of third page (if not enough 1. Format brochure already, tell that person room on the back page), provide as much as you can about your pro- - An 11" X 17" sheet of cardstock, your fax number, mailing address, gram or service. folded over once to four pages, and phone number. If registering each 8½" X 11" - Optional: registration or order or ordering online or via email is - Glossy white or matte white on one form on this page. The order form possible, add that as well. should either be on this page or side to retain and show colored ink - If marketing copy is on the back the back page. best page: - Either glossy or regular finish on 5. Back page • Use a big marketing headline. the other side where there is just black ink - This is the mailing panel page. Use • Use a big graphic or visual, the the bottom fourth of the page as image tied to the marketing head- 2. Cover the mailing panel. line. Best if it can complement the message on the cover of the self- - Use the top three-quarters of the - The cover is four color, with a large mailer. photo or graphics dominating, cre- page for either: ating the same visual impact as a • Order form, or We at LERN have used the four-page post card. self-mailer promotion successfully • Marketing copy, if the order form several times, and will use it again. It - Few words is on the third page. doesn’t replace post cards or bro- - Think about “New!” “Announc- - This is the second most-read page. chures. But for certain activities, in- ing” or “Finally ”. - Use as much color as you can on cluding promoting membership, it - Your logo and name at the bottom this page — you have paid for it. works well. Consider the four-page self mailer.

LERN Magazine | May/June 2005 19 Gen X A Gen Xer writes his own job description — watch out!

At a recent staff retreat, we asked each person to summarize their own duties so all staff could see and better understand what each staff person does. One Gen Xer wrote his duties in a way that illustrates a number of aspects about how Gen X communicates, Gen X values, and differences from the Baby Boomer generation. Here’s his summary of his duties. The footnotes explain more about the Gen X nature of the statements in the boldfaced italicized words.

Name: John A. (a.k.a. Radar) Motto: Life’s too short to not have a good time. Footnotes Motto 2: You don’t like what I have to say I care why? Motto 3: Offended? I’m just getting started. Motto Gen X balances work and life, al- ways makes sure we know that work is not everything.

Motto 2 1. Create/update websites. Gen X is more frank, blunt, regards openness more valuable than round- 2. Provider computer support to his Excellency Mr. Draves, her Eminence Ms. about comments. Coates and his Highness, Mr. Marsello. 3. Provider computer support to the other fabulous persons in the organization. In general, I’m going to think out- side of the box, do more or differ- 4. Assess computer equipment needs for staff (as requested). ent than requested, look at 5. Work with server company to set up new sites. assignments differently. 6. Work with Danita/Bill/Gaurav to create/update content. Pronunciation Google everything for details. 7. Provide on-going, never-ending business software support. 8. Work with server company to resolve software issues, implement feature requests His Excellency and gather requirements for additional improvements. Regards supervisors with some re- spect, some equality. 9. Antagonize staff for my general amusement. I really like 10. Purchase/manage our vast domain name collection. Going to lobby and get my opinion 11. Procure necessary software to meet changing organizational needs. in at every opportunity.

12. Manage email accounts. Ponder new ideas 13. Look for new ways to manage/maintain/access data. I’m big picture too. 14. Ponder new ideas for the web site. (I really like the idea of ..) Complain a lot 15. Complain a lot. I’m going to tell it like it is, even if the message isn’t always rosy. 16. Maintain/setup online courses. I even managed to call Australia once (I know, I know impressive ) Better myself Values continuing education as long 17. Share email responsibilities with Danita. as it reaches a goal, an objective, 18. Strive to provide excellent customer service, without my usual demeaning and with concrete results. hostile attitude. Have fun 19. Look for continuing education opportunities to better myself, so that I can be all This should be Number 1 in list of that LERN needs me to be now and into the future. duties. An important work value for 20. Have fun. Gen X is to have fun.

20 LERN Magazine | May/June 2005 Best Back Cover

A great back cover for Mount Royal College in Calgary, Alberta. The full use of color, the marketing copy, and promoting an upcoming program all make good sense.

LERN Magazine | May/June 2005 21 Best Brochure — Gen X

The family slant, with a touch of emotion, works great for this family- and Gen X-oriented brochure from the Township of Langley in British Columbia.

22 LERN Magazine | May/June 2005 eMarketing Your top ideas for online marketing

EMAIL QUIZ WORKS mer enrichment courses and camps. email promotions. Send a short quiz out by email to She says 75% of parents regis- Email attachments have at least people interested in your course, tered online for their children’s three drawbacks: says Elizabeth Arazoza of Miami. events. •Spam blockers often block She runs IT courses. When people emails with attachments. take the email quiz, she scores the • People have been trained not to quizzes and points out how much RESPOND TO A PERSON open unknown email attach- they can learn by taking her courses. When you list an email in your ments. brochures, it is better to list a • It is easier for your customers person’s email address than a ge- to click and go to your web site. PAY PER CLICK WORKS neric address, like info@ or learn- Instead of an attachment, do one GoogleAds, where your program ing@. or both of the following: pays per click, works for Chuck The person’s email address should - Have a click to your web site Bradford’s high dollar executive be short. The best are: for the full information. This programs. He partners with Michi- • [Person’s first name] also gives them the opportunity gan State University to offer the @ [yourorganization.com] to register online, which is good. seminars, which cost $895. • [Person’s last name] - Put some of the copy in your Bradford spends $25,000 a year in @ [yourorganization.com] email. Do not make email pro- pay-per-click Internet advertising. Watch out for double letters and motions too long, however. any other combination of letters which might be easily mistyped, as !Warning! that will mean losing some re- MAIL MERGE WORKS BROCHURE ESSENTIAL sponses. Use the mail merge function with Your brochure or catalog is critical. Thanks to Ann Barrow McKenzie Word or Publisher to integrate Continuing education programs of Villanova University in Philadel- graphics and fonts into your emails, dropping the brochure have lost phia for this excellent question. says Debbie Uranker of the Auburn money — lots of money. One C.E. Career Center in Concord, Ohio. unit lost $47,000; another over a She says you can send HTML million dollars. SHOPPING CART SYMBOL emails without having to purchase Put course descriptions on your We’re seeing more shopping cart expensive software or engage an web site but continue to publish and symbols on web sites of lifelong email vendor. distribute your brochure. If you ever learning programs, indicating that can drop your brochure/catalog, the symbol is now generally under- LERN will tell you when. stood by the public to mean online TEACHERS LINK TO YOUR registration. WEBSITE Using the visual graphic is even Ask every teacher with a web site ENROLL KIDS ONLINE better than using words. of their own to create a link to their Mona Christensen of the University course on your web site. of Wisconsin – Green Bay reports that online registration is popular NO EMAIL ATTACHMENTS with parents enrolling kids in sum- Do NOT use attachments in your

LERN Magazine | May/June 2005 23 Leadership Cultivating your authentic leadership style by Kassia Dellabough Leadership is essential to build effec- • Are you creative? How do you tive teams to tackle difficult problems, tackle complex situations? Are you The foundation of strong leadership is and accomplish complex projects. People able to innovate and think outside credibility. Credibility is the alignment who are clear about their strengths and the box? Do you encourage others of a person’s actions with their intentions. weaknesses can participate in team ef- to be creative? We have all experienced the results of forts in a more honest and collaborative • Can you take risks? Are you able to poor leadership — projects go awry, com- way. Leadership has become a shared role fully assess situations and take steps munications are confused, budgets fail, and — moving from person to person as that may be a risk but potentially cre- staff turnover is high. From the sidelines projects evolve or organizations change. ate success? Do you encourage oth- it is easy to point out the faults of those in Are you clear about where you can step ers to take risks? charge. It is more difficult to assess one’s up as a leader? • How do others describe you? Are own capabilities and model the very at- Clarifying your leadership style and you open for feedback from those tributes we seek in our leaders. aligning yourself improves your capabili- around you? Leadership has not really changed as ties to contribute in powerful ways. • Vision: Can you see new possibili- a concept; it is the context that has. Lead- In the workshops and classes I teach, ties? Are you able to encourage oth- ers are individuals who inspire trust, and I do a brainstorm of leadership qualities ers to join and share in the view? have vision. However, the trend in busi- and the list remains fairly consistent Do you align action with shared ness practice has moved more and more across the different groups. Key qualities values and foster collaboration toward valuing the relationships between of good leadership include credibility, lis- through action? customers, staff, community etc. People tening skills, vision, clear communica- are trained to provide excellent customer tions, creativity, organization, risk taking, There are many resources available to service — both internally and externally. commitment, willingness to include mul- cultivate greater leadership skills. James The notion of leadership has expanded to tiple viewpoints, integrity and honesty. Kouzes and Barry Posner in their best include interactions between people at all How do you evaluate your own lead- selling book Leadership Challenge pro- levels of the organization. ership style and abilities? pose five practices of exemplary leader- How has this impacted the context Taking an honest inventory includes ship that are a distillation of leadership of leadership? The paradigm of a single not only self-reflection but also feedback qualities that have stood the test of time. person in a position of control — the from those around you. How others see • Model the way typical top-down model, has shifted to you is important, especially if it does not • Inspire a shared vision a collaborative model where individual align with how you see yourself. The • Challenge the process accountability and team orientation are merging of these perspectives indicates a • Enable others to act characteristics of successful employees. high level of credibility. • Encourage the heart Leadership capabilities at all levels of Here are some of the areas I recom- These are a wonderful synthesis of organizations are essential for this mend you assess: basic leadership principles. The founda- model to work. • Integrity: Are you aligned with your tion to cultivating your own authentic Where does leadership really occur, values? Are you modeling through leadership style is to start with an honest and what are the core qualities of exem- your actions what you believe? assessment of your values, skills and plary leaders? • The joy factor: How passionate are qualities. This first step is just the begin- It is easy to name great leaders of his- you about your work? How can you ning of a lifelong commitment to con- tory or even our time. We can reflect on inspire others if you yourself are not? tinuous improvement of all your abilities. the qualities that made them successful • Listens: Are you able to truly hear After all, we are in the business of life- leaders. However, have you taken a closer other perspectives and weave them long learning! look at your own work group and identi- into your vision? If you were only The authentic leader can have a pow- fied similar characteristics? The traits we pushing your own agenda why would erful impact both at work and in their recognize remain the same. Leadership others join? personal life. emerges at all levels, from the small 3-4- • Respects and is respected: Do people person work group to the multimillion- respect you? This is a strong indica- For more information on cultivating dollar corporate CEO or the president of tor of alignment. When people “prac- authentic leadership in your organization, your organization. Who takes on leader- tice what they preach” respect is attend LERN’s 2005 conference in New ship roles in your organization? How? often an outcome. Are you able to Orleans in November or contact LERN And are they effective? accept and respect other viewpoints? for custom trainings.

24 LERN Magazine | May/June 2005 Strategic Planning The eight cardinal rules for continuing education department fiscal management by Marcelle C. Practicing the Eight Cardinal Rules Rule #4: Develop key ratios for suc- Lovett, Assistant for Continuing Education Department cess. Professor and Fiscal Management can dramatically in- While every college or university con- former Dean, crease the likelihood of achieving and tinuing education program is different, Division of maintaining financial success for college they can all benefit from some key ra- Continuing and university continuing education de- tios for success developed by LERN Education, partments, or any other department that and others. must be both self-supporting and rev- enue-generating for the institution. These Rule #5: Cut costs. rules are based on decades of experi- According to LERN in “The New Rules and Steven J. ence from some of the most successful of Lifelong Learning” (Draves, 2002), Borowiec, Interim continuing education programs in the “Costs have to be cut, not covered” Dean, Division of United States during the last decade. (n.p.). Tough decisions have to be made Continuing The eight cardinal rules are: to balance financial viability with cus- Education, tomer service needs. University of Rule #1: Diversify, diversify, diversify. North Florida Just as in the personal and corporate Rule #6: Increase revenue. financial worlds, it’s always better to There are several proven ways to increase have a good number of financially suc- revenue. One way is to develop new pro- cessful programs rather than just a few, grams or program spin-offs of already one are the days when continu- or worse, just one. Reliance on a “cash successful programs. Another way to in- Ging education departments and cow” to underwrite unprofitable pro- crease revenue is to develop new deliv- programs could rely on annual grams is both risky and can spell finan- ery systems for existing programs, such financial support from the college or uni- cial disaster for your program. as developing a distance learning format versity budget. Widespread budget cuts, for an instructor-led program. funding call backs, and mandates for in- Rule #2: Save for the inevitable creased productivity (“doing more and drought. Rule #7: Market smart. more with less and less”) are the new It’s easy to spend, spend, spend when It really doesn’t matter how good your norms of the 21st century in higher edu- times are good and revenue is flowing continuing education programs are or how cation and elsewhere. in. But don’t be lured into a false sense dynamic, up-to-date on their content, and Emphasis on increasing credit student of security just because the continuing student-focused your instructors are. If populations to generate addition FTE for education economy is robust. History you can’t get people in your programs the college or university have left largely teaches us that “boom and bust” are in- through smart marketing, your department non-credit continuing education depart- evitable cycles and no one can accu- is headed toward financial disaster. ments on their own to generate financial rately predict when the boom will end resources to support themselves. In addi- and the bust will begin. Rule #8: Build relationships with your tion, cash-strapped colleges and univer- customers. sities have turned more and more to Rule #3: Develop sound budgeting According to Patricia Fripp (2004), auxiliary enterprises, such as continuing strategies and stick with them (but “There are really only two types of cus- education departments, to help replace the be willing to adjust to changing cir- tomers: those who know and love you, funds lost through the various budget cuts cumstances). and those who never heard of you” and call backs. Today’s college and university continu- (n.p.). Successful continuing education Never before has it been more impor- ing education departments typically programs spend time and money not tant for college and university continuing function as for-profit businesses in a only attracting new customers, but also education programs to not only be self- non-profit environment. As such, they keeping the ones they have. supporting, but also to be revenue gen- need budgeting strategies that are tried erating for both the continuing education and true, yet flexible. department and the institution as a whole.

LERN Magazine | May/June 2005 25 From CEUs to ILUs Use two criteria to measure online learning

The outcomes-based ILU measurement for 2. Develop an online quiz International Learning Units (ILUs) are a new distance education, such as online courses, for each module. To be outcomes-based measurement for lifelong learn- is superior to the time-based CEU. Some consistent with the ILU ing events, courses and programs. advantages in the online setting: standard, compose each • You cannot, and should not, measure quiz of five questions. A learner provides answers to five content time spent online. 3. Start by creating mul- items (e.g. questions). If the learner gets four • In the online environment, time has tiple choice questions. correct (80%), one-tenth of an ILU is awarded. no relationship to learning. Increas- You will find multiple The simplest way to begin to transition to ILUs ingly what are valued are the learn- choice questions contain is to give a five-question quiz for the equivalent ing outcomes, not the time put in. plenty of sophistication of around one-hour presentation of content. • With the outcomes-based ILU mea- and require much surement, there are benchmarks and thought. required to make one or two substantive real learning standards that can be 4. You or your instructor develops five comments in the online discussion. measured. questions for each module. Then A “substantive” comment relates to the • With the outcomes-based ILU mea- compose the correct answer. content of the course. It can be an origi- surement, you have data upon which 5. Now write a number of wrong an- nal comment or a reply to someone else’s to improve your online courses. swers. Each multiple-choice ques- comment. tion should have four or five If the participant has made a comment Here’s a feasible way to initiate ILUs and possible answers. in four out of the five module or discus- transition to ILUs for your online courses. 6. Review your questions. You are do- sion units, then this criteria is met for ing a pre-assessment and self-evalu- ILUs and passing the course. Criteria One ation of your questions. After around When a participant both: Quizzes 50 people have taken the course, you • passes the quizzes (80% correct or Build online quizzes into your online will have much better data on your greater); and courses. quiz questions. But at this point you • makes a comment in four out of five Most online classroom software al- are thinking about: of the discussion modules, ready has the online quiz templates al- • Are these the core, most important, then the participant has passed the course ready built in. You simply provide the questions that reflect the critical in- and is awarded ILUs, CEUs, or whatever content (questions and answers). formation provided in the course? units you use. • Are there any essential or critical sub- Here’s how online quizzes work. ject areas left out? Are there any non- Time Equivalency Learners can take the quizzes anytime, essential or merely “nice to know” The number of ILUs awarded can ini- or you can designate the days or even questions that should be replaced by tially be ballparked using time equiva- times when someone should take the quiz. questions on more important material? lency. That is, an online course that For the sake of convenience, it is recom- 7. If your online classroom software has generally takes around 10 hours of time mended that learners be able to take the a quiz feature built in, you or your is awarded 1.0 ILUs. quizzes anytime. instructor can input the questions and As providers adopt the ILU outcomes- The “computer” — your online class- answers. If not, have your techie cre- based standard, time equivalency will room software — has the capability to ate the online quizzes. eventually fall by the wayside and units automatically grade the quizzes, provid- will be awarded based on the content ing the teacher with the results, and pro- Consider allowing participants to retake rather than time input. Until you feel com- viding the learner (if you wish) with the the quiz if they do not pass the first time. fortable with that, begin with a time results immediately. This lowers stress levels and increases ac- equivalency. The simplest online quiz design is mul- ceptance of the outcomes-based standard. By transitioning to the ILU outcomes- tiple choice, but you can build in short based standard, your evaluation of online answer, true/false, or even essays online. Criteria Two course participants will gain credibility Discussion for learning outcomes. You will also have How to create ILU quizzes. The second criteria for successful comple- a wealth of data and information about 1. Divide your online course into mod- tion of your online course that most in- your online courses and learners on which ules or units. structors use is discussion comments. For to build and enhance the quality of your each module or unit, the participant is online courses.

26 LERN Magazine | May/June 2005 Best Web Site — Community Education

Action orientation, color, brochure cover, all create excitement for the Adult & Continuing Education program at River East Transcona school district in Winnipeg, Manitoba; Darlene Cullimore, primary LERN member.

LERN Magazine | May/June 2005 27 Best Web Site — Professional & Business

For certificate programs, major programs, and programs for a specific occupational specialty, a graphic first page can generate more interest and enrollments. Here’s a web site page for a specific program at the University of Michigan School of Business.

28 LERN Magazine | May/June 2005 Great Tips More great tips from your colleagues

From our successful spring seminars drawing added to the interest in her Participants like confirmation letters attended by more than 600 people, programs, she says. or emails, and it is yet another great here are some more great tips from opportunity to market other programs your colleagues. PASS OUT REG FORM IN CLASS to your best customers. Pass out registration forms for your MAN KIOSK DURING PEAK next session at the second-to-last or LOWER EXEC FEE WORKS, HOURS last class, says Elizabeth de Arazoza BUT TEST FIRST Have a volunteer man your shopping of Miami-Dade Community College. Chuck Bradford runs a two-day semi- mall kiosk during peak shopping hours Here’s an extra great marketing tip: nar for executives in conjunction with in the week, says Lenny Gucciardo of she has the person’s name already Michigan State University and charges the Auburn Career Center in Concord, printed on the registration form to $1,695. He did an online test of OH. He reports the kiosk gives his make it even easier. $1,695 versus $895 and found that 3 program high visibility with his tar- times as many people registered at the get audience. The cost for his kiosk INCREASING RETENTION $895 level, thus making the lower is $500 a month, and he says the cost (PART I) price profitable for him. is well worth it. Write, call or email first time partici- In order to make the lower price fi- pants in a certificate program or other nancially viable, the lower fee is avail- OFFER DISCOUNTS TO higher dollar program where greater able only by registering online. Because PARTNERING ORGANIZATIONS retention is financially profitable, say direct mail costs so much, he continues Offer discounts to partnering organi- the C.E. staff at the engineering col- to charge the higher fee for registra- zations, says Jan Hackett of Oregon lege at Florida Atlantic University. tions received from his brochures. Career & Technology Center in Or- They say the first “repeat” is the Critical lesson: test a lower price egon, OH. most important, and most drop outs first to make sure it is profitable. For example, she offers members are first time participants. People who To find out how to do a price test, of the local Chamber of Commerce a return after the first course are more request LERN’s Price Test article registration discount for her program. likely to remain for the entire pro- from [email protected]. The same collaborative partnering gram or series. can work with other kinds of organiza- TURN OPEN HOUSE TO FREE tions as well, including associations, INCREASING RETENTION WORKSHOP government, councils, and civic groups. (PART II) Turn your “Open House” into a “Free When a participant drops out of a pro- Workshop,” says Iris Di Maio of Wil- PUT FUTURE EVENTS ON gram, calling the person is better than liam Paterson University in New Jer- PLACARDS emailing or writing the person, say sey. She says just using a different If you use table placards as name- the C.E. staff at the engineering col- term helps make it a “new” event and plates in your seminars, try putting lege at Florida Atlantic University. generates more interest. the topics of future seminars or events When you call, ask why the person on the back, says John Brown of dropped out. Two benefits: CALLING ALL GRANDPARENTS Edison Community College in Ft. • Sometimes the problem can be Intergenerational workshops with Myers, FL. He says it works for him fixed and you can get the person grandparents and their grandchildren in generating more registrations for back; are popular, says Gina Suriano of upcoming courses. • The calls tell you the top three Ocean County College in Toms River, reasons people drop out, and you NJ. She has participants create a jour- TRY AROMA MARKETING can address those issues in future nal that reflects their relationship. WITH KIDS marketing. Interactivity is a great ingredient for The smell of free popcorn drew 18- both generations, and they leave with 22 year olds to the table exhibit and USE CONFIRMATION LETTER something the grandchildren can keep kiosk for Glenda Moton of North Mi- Use your confirmation letter or e-mail forever. ami Dade Community College. A free to market upcoming courses or events.

LERN Magazine | May/June 2005 29 New! A new consulting and networking service to help you reach the huge market of Baby Boomer learners, the so-called “young seniors”

Introducing Lifetyme Learning

 Your key to increased registrations from Baby Boomers  PLUS, how increasing participation from Baby Boomers can win critical votes for your institution’s next referendum

The Facts:  Baby Boomers are not “seniors,” do not see themselves as “older adults,” and will never respond to programs geared toward senior citizens and golden agers.  Baby Boomers have different interests than younger Gen X adults, respond to different messages, want to see different pictures. Boomers won’t read a brochure aimed at younger adults, dominated by work-related courses.

In short, you need a special and separate program of classes for Baby Boomers, marketed in a separate brochure targeted to Baby Boomers.

We can show you how. And how you can do it cost-effectively, to make big bucks from Baby Boomers.

Call us at 1-800-678-5376. E-mail: [email protected] Ask LERN

Big, tough marketing questions — and their answers in brief

At a recent eight-state conference in Jack- Show me the names. One image. son Hole, WY, the participants were in- In order to show them the money, you Do not try to create several images on volved in a wide range of lifelong learning have to have mailing lists of the audi- your brochure cover or web site. That programs, from professional development ences most likely to enroll in your pro- sends everyone running in the opposite to community programs, from seminars grams. If you do not have good mailing direction. to GED. lists, you probably don’t know who your Instead, create one image. Appeal to Here were their biggest, toughest mar- target audience is. And for sure, you one generation and audience. keting questions, and LERN’s fast-paced won’t be able to reach your audience advanced answers, in brief. without good mailing lists. Q5. When do you quit or cancel a dud course for good? Q1. What do we do if our Q3. How do we get more 18-25 institution has poor name year olds in our job training Answer. recognition and a poor image? program? Twice if new. If you run a new course, and it cancels, Answer. Answer. run it again only once more. If it cancels Get a new name. Marketing doesn’t help the wrong pro- a second time, wait 2 to 3 years before You cannot change your institution’s gram. trying again. name, but you can create a new name for First consider whether you are offering your program. In fact, many lifelong the right programs to this audience. Analyze the data. learning programs are re-evaluating their Good marketing cannot overcome the If you ran this course before and it was names, looking at simpler shorter names wrong program. successful, then there’s something in the that are more current and up to date. data that will tell you how to make it Form an advisory group. successful again. Did you change some- Get testimonials. Get 5-10 current participants age 18-25 thing? Is it the date, location? A change From your existing participants, solicit to spend an hour with you. Ask them what in copy? Time of year? testimonials. Get pictures of the people they like about your program, why they If a course was successful, then got giving you great testimonials. Then put came, and what they don’t like. They’ll cancelled, try at least one more time be- the testimonials front and center in your tell you. Now you know what to promote cause you know this can be a winner. publicity and marketing. to others in your 18-25 audience. Now people your audience trusts (that Consider the division. is, your participants) are promoting your Have them design the promotion. Divisions are groups of activities. If you program. Your audience will believe them. Ask your existing participants age 18- have a class in a division with a high can- 25 to design the promotion. They know cellation rate, you are taking more of a risk the words, the angles, the visuals, that in running this class. If you have a class in Q2. How do we promote outreach others in their age group will respond a division with a low cancellation rate, you credit programs at our university? to positively. are taking a lower risk, and have a higher They will know whether to email, send chance of making the class a success. Answer. flyers, or advertise on the radio. Emphasize your uniqueness. If you are not unique, you do not have Q6. How do we use the web to much to sell. Every program has some Q4. What’s the best way to be best effect? uniqueness, but few emphasize it enough visual rather than written? in their promotion. Some do not even state Answer. their USP (unique selling proposition) in Answer. Web must generate registrations. brochure copy and on their web sites. Be visual. Your web site can no longer just be in- The most important thing is simply to formation oriented. Today your web site replace excess copy and words with vi- must move people to your courses/events suals and graphics. and boldly encourage them to register. continued on the next page Ask LERN

Big, tough marketing questions — and their answers in brief continued from previous page

Be people oriented. Q8. How do we cut the cost of chure covers and web sites for very little Most lifelong learning web sites are still hard copy mailings? money. Sometimes they will barter, or program or product oriented, in search work for homework help, cookies, or of an audience. Move your web site to Answer. broadband computer time at your place. be oriented towards your audience. Pro- Switch from ZIP code to carrier route vide solutions for your audience, and mailings. Have a contest. they will register. Instead of targeting zip codes for house- Have a contest and give publicity to the hold mailings, target your best carrier winner. routes. You can save up to 30% of your Q7. What is the most cost effective promotion dollars and maintain or even promotion tool? increase your registrations. Q11. How do we get casinos to contract with us to train their Answer. employees? Marketing to your existing participants. Q9. We’re in a town of 6,000, with Your most cost effective promotion tool a newspaper and a radio no one Answer. is to market to your existing participants listens to. How do we promote our Create a model. to get them to return. Most programs program? Whether it is casinos, another business spend very little effort here, and thus lose organization or industry, or any new au- too many participants. Answer. dience, sometimes you have to do one job for free to create a model and show Track various media. Send out confirmation letter. others that you can create a successful Brochures work. Web sites work. But In your confirmation letter or email, tell program with a high return for them. newspaper ads, radio ads, TV ads, exhib- people they have made the right decision. This may mean you do the work for its, and other publicity avenues all have And then look at promoting your next the first client for free, to get a track no single answer for every program. series of classes/events. record. Make sure that free client agrees To find out, track the ad. Change one to write a testimonial and agrees to be a aspect of the response in just this one ad. Market in class. reference before you do the work for free In the second to the last meeting, have or at a lower cost. your teachers invite people to register for Q10. We’re a small scale one- the next session. A testimonial from a Talk ROI. past “graduate” is the best message your person shop. How do we make our Talk tough, talk return on investment teachers can relay at this time. promotions look professional? (ROI). Tell them what they already know: that they need to focus on their return, Answer. not on your cost. If you are producing a Hire a kid. huge return for them, the added expense A college student, high school student, will be more than worth it. Business or even middle school kid with a design people already know this, but you have orientation can produce high quality bro- to reinforce it over and over again.

32 LERN Magazine | May/June 2005 Teaching Online The latest new online teaching tips

VIRTUAL DISSECTION TRY AUTHOR RECORDINGS of half that. I found that the dis- Have you ever done a dissection I suggest that you try Caedmon Au- cussions lagged at times because virtually? I have the equipment dio for some of the best recordings there weren’t enough people. — to do that and it is awesome, es- of works by the original authors Katy Deffe, Great Falls, Montana pecially for the squeamish. — available. It is a division of Harper Katy Deffe, Great Falls, Montana Audio www.harperaudio.com. REWARD EXTRA POSTS I gave my students a clip of I have a minimum number of UPDATE YOUR COURSE EV- Eudora Welty reading her short times my students have to par- ERY SEMESTER story, “Why I Live at the PO.” ticipate, and I do count them. Stu- You are absolutely right about That clip communicated purpose dents like to “get credit” for the updating your course every se- and tone of that story like I could work they do, and they also like mester. I’ve taught 19 semesters have never done with my read- to know that everyone is being of online courses and still update ing. — Rick Barbare, Piedmont held to the same minimum stan- them constantly. Three strategies Technical College dards, the fairness issue. In my I use are: WebCT classroom, it’s easy to 1. I have a notebook just for that DON’T ASK DEAD-END see, small group to small group, purpose. I write down notes QUESTIONS who has posted and who has re- each semester of things I need Asking dead-end questions gets sponded to a peer (threaded). I to modify/add/delete. When I you nowhere fast! Every semes- do read all of them, only com- build my course the next se- ter, I track the number of re- menting when necessary (maybe mester, I make the changes. sponses to each topic. I find that to re-direct or clarify or to moti- 2. I gather student feedback each some generate discussion better vate/encourage). semester on discussion topics than others. I also ask for feed- When the deadline for posts ex- and assignment content. back from the students at the end pires, I post a summative mes- 3. I ask other teachers to “lurk” of the semester on good and bad sage on the participation, the around in my course every topics. I take this info and adjust content (in general terms), and once in awhile and give me for the next semester. — Katy applaud those who exceeded the some constructive feedback. Deffe, Great Falls, Montana minimum requirements (not by name, but it’s obvious to all from These strategies have helped MORE ONLINE, THE BETTER the number of posts who is going greatly. It’s not always easy to The more, the merrier! When it the extra mile). By the way, those swallow that constructive criti- comes to online discussion, the folks don’t get any more credit cism, but in the long run, it’s number of people enrolled in the than the others, just self-satisfac- worth it. — Katy Deffe, Great class makes a big difference. My tion. — Maria Clayton, Middle Falls, Montana course is required for education Tennessee State University majors so it is always full. Last summer, I actually had enrollment

LERN Magazine | May/June 2005 33 LERN Resources

Membership Benefits •Program Management promote it to other programs in •Up to six staff members receive •Contract Training your area, charging them a fee to benefits •Association Education attend. This is a cost-effective •Two people receive our practi- •Executive Leadership way to get the best professional cal, how-to magazine •Successful Needs Assessment development for your staff. •Free consulting via phone, mail, & Market Research fax, or email •Marketing Teaching OntheNet •Annual brochure critique •Successful Certificate Programs A curriculum of one-week online •E-LERN, your email newsletter •Strategic Online Course Planning courses for teachers about teach- •Access to the member-only area ing in the Internet Age. LERN is of www lern.org Certified Program Planner the leading online provider of (CPP) professional development for LERN Club The leading professional develop- faculty in higher education. In- Our members-only area of our ment recognition in lifelong learn- structors are the foremost au- web site at www.lern.org. ing. More than 1,000 CPPs thorities and book authors. •3,000 practical, how-to reports awarded since the program Courses include: •Monthly chats started in 1990. •Teaching Online •Consulting Suite Three specialties are offered: •Designing Online Instruction •Networking •Standard CPP, focus on lifelong •Creating Streaming Audio •Membership directory learning programming. •Generational Learning Styles •Monthly news and trends •Contract Training specialty. •Building Learning Communities •Certificate Programs specialty. in Cyberspace Publications Program Review and Books, manuals, publications, Certification Areas of Expertise tapes and videos in 12 areas, in- The only review and certification LERN is the foremost authority in cluding marketing, finance, pro- especially for lifelong learning pro- the world in two areas: 1) lifelong gram development, Internet and grams. A set of four essential crite- learning; and 2) online learning. web, online courses, teaching, ria measure present performance. Our areas of expertise include: contract training, needs assess- A second set of 46 performance Lifelong Learning ment, brochures, and more. criteria measure future success. •Marketing •Finance Seminars Consulting •Needs Assessment New topics are introduced every On-site consulting is available •Brochures year. March seminars are held in from any of our six LERN consult- •Registration San Diego. June seminars are usu- ants. We match your needs with •Program Development ally held in Chicago. our consultants’ specialties and •Market Research expertise areas. •Staffing Conferences •Management •Lifelong Learning Conference, Training •Pricing fall, “the most exciting week of LERN is constantly doing staff Online Learning the year in lifelong learning.” training and professional devel- •Training teachers •Teaching OntheNet, spring, an- opment for organizations. We can •Learning online nual conference on online learn- come to your organization and do •Designing online instruction ing and teaching training from one to four days in •Creating successful discussions length on a variety of topics. We online Institutes work with you to customize the •Teaching online Our four-day Institutes are the most program to your needs. •Creating streaming audio intensive, advanced, comprehensive In-Houses •Developing online courses professional development available. •Marketing online courses Your organization can sponsor a Held in mid-June each year. •Strategic planning for online LERN seminar or Institute and Also available in-house or on-site. courses

34 LERN Magazine | May/June 2005 What’s New at LERN

Winter Institutes planned Wahl elected With the continuing success of the Jan Wahl, Assistant one-week Summer Institutes, a sec- Dean in the College of ond offering of Institutes is planned Extended Studies at San for February 2006. The Winter Insti- Diego State University, tutes will have some new topics. has been elected to the LERN Board of Direc- tors. Wahl previously Institutes set record served on the Board and The Summer Institutes in St. Louis was Chair of the Board set a new enrollment record. More in 1997-1998. than 100 people attended. The newly brought-back Executive Leadership Institute had excellent enrollments, Reino elected First Gen X attempt. as did many of the others. Rick Reino, Director of LERN’s first Gen X-oriented brochure cover the Sandwich Commu- image appears to be a success. Enrollment at nity School in East Sand- this year’s Summer Institutes in St. Louis Faculty Club opens wich, MA, has been was a record. A new Faculty Club for teachers and elected to the LERN instructors has opened. The online Board of Directors. Reino club offers free consulting, web re- is currently Chair of the Community Chats big success sources, chats and articles. Education Council for public schools. Online chats for LERN members More than 16 institutions have were a big success once again this signed up over 1,000 teachers so far, year. Three chats were held for each a great start. Bring your exhibit constituency. LERN Council mem- New this year: bring your exhibit to bers co-moderated the chats. the LERN conference in New Orleans. Thanks for participating in these Leaders meet in Vegas There’s no charge. FREE activities. This year’s invitation-only LERN Advantages: Leader retreat in Las Vegas in May • We’ll have judging and award centered on advising LERN about prizes. 600 attend seminars making investments in new growth • Free critique of your exhibit. More than 600 LERN members and areas. Some 20 new growth possi- • Visit other exhibits and get ideas. customers attended our one-day spring bilities were explored. Email Chris at [email protected] about seminars this year. The seminars were bringing your exhibit. held in 25 cities, also a new record. Attendance was up 20% over last year. Lowther elected Thanks for your great support. Thom Lowther of the American In- New themes stitute of Architects in Washington, “Generational Marketing” and DC, has been elected to the LERN “eMarketing” will be the twin new Board of Directors. Lowther leads themes for the LERN conference in the continuing education activities New Orleans. LERN has pioneered for the AIA and has served on the new information in each area. A Association Council for LERN. separate track of sessions on each topic will be held. Leading eMarketing experts will present.

LERN Magazine | May/June 2005 35 Early Registration — Good until August 1, 2005 Lifelong Learning 2005 November 17-19 t Hyatt Regency t New Orleans Feel free to copy this form for additional registrants.

Member/Customer ID Number (from mailing label) SC Number (from mailing label)

Name Title

Department Organization

Address

City State/Province Zip/Postal Code Country

Business Phone Fax E-mail Address

Save $100! CHECK ONE — Early registration fees are good until August 1, 2005 q Payment enclosed. (Check #:______) q Please bill. (Purchase order #:______) THIRD PERSON IS FREE! q Charge to: qVisa qMaster Card qAmerican Express Early registration fees, including $100 discount: q $495 Member, Basic q $595 Non Member, Basic Card Number Expiration Date no meals no meals q $575 Member, Full q $675 Non Member, Full includes 2 luncheons includes 2 luncheons Cardholder’s Name (please print) q FREE 3rd Person q $80 3rd Person no meals includes 2 luncheons Cardholder’s Signature

Mail to: LERN, PO Box 9, River Falls, WI 54022, USA; fax to 888-234-8633; or call 800-678-5376.

Nonprofit Organization U.S. Postage Paid Kansas City, MO Permit No. 1018 www.lern.org Learning Resources Network PO Box 9 River Falls, WI 54022

CHANGE SERVICE REQUESTED