‘Communicate Together’
SAMPLE
Internal
Communications
Plan
‘Communicate Together’
Sample Internal Communications Plan
Introduction:
A SAMPLE ESD study of statewide public perception polling and national school communications research led, earlier this year, to the creation of the SAMPLE ESD “Communicate Together” Squad. Founded on the research-supported belief that the key to
improving public perception of SAMPLE ESD is to improve the ESD-related messages shared publicly by SAMPLE ESD employees at all levels, the “CT” Squad met five times in the winter and spring. The“CT” Squad, which is made up of employees from all departments and at all levels of the organization, considered state and national research, conducted a staff survey and examined
existing internal communications systems. The result of the “CT” Squad’s work is this SAMPLE ESD Internal Communications plan.
SAMPLE ESD Key Messages Team
Name Name Name Name Name Name Name Name Name Name Name Name Name Name Name Name Name Name Name Name Name
‘Communicate Together’
Sample Internal Communications Plan
Background and Situation Analysis:
SAMPLE ESD and “CT” Squad research found that Oregonians want schools and students to succeed, and to set and meet high standards and expectations; they want parents to contribute to student success; they want community members to be involved in schools, and they want students to perform community service; and they want schools to spend money wisely, in ways that maximize teaching and learning. Although all of the above is essentially occurring in our schools today, Oregonians don’t believe that it is (Employers for Educational Excellence, 2004; Chalkboard Project, 2004; Stand for Children, 2005). In fact, a significant minority of school employees share the general public’s beliefs (COSA, 2005). This knowledge about what Oregonians want from their schools, as well as external and internal perceptions about schools, is important for SAMPLE ESD and Oregon ESDs. The extent to which ESDs contribute – and are perceived to contribute – to school success, parent and community involvement, and wise school spending, is directly tied to their real – and perceived – relevance and value.
Today, public opinion about Oregon ESDs may be at an all-time low. The reason for that seems obvious – all the notoriety
surrounding a few recent high-profile situations. But, despite what we might think, the biggest image problem for ESDs isn’t what’s sensational – it’s what’s fundamental. Our basic public relations weakness is this: people simply don’t understand what ESDs are, nor the important contributions ESDs make to schools and students.
What’s more, research suggests that the messengers exerting the most considerable, unfavorable influence on public perception of schools and ESDs aren’t newspapers or television or even talk radio. They are us. A recent national study found that nearly half of all public messages about schools that come from school staff are negative (Banach, Banach and Cassidy, 2004). Coupled with decades of research that shows that the public trusts school employees as the most credible source of information about schools, this study leads to the inevitable conclusion that we need to begin communicating more purposefully.
With this plan, we can begin to make a positive difference in public perception and appreciation of SAMPLE ESD – and ESDs in general – by: 1) educating staff about SAMPLE ESD’s contributions to school and student success, 2) reinforcing with staff their influence as messengers about SAMPLE ESD and ESDs, 3) enhancing internal communications systems to better inform and engage all staff, and 4) involving all staff in communications planning and delivery.
‘Communicate Together’
Sample Internal Communications Plan
Goals:
1.
Improve understanding, appreciation and support for SAMPLE ESD by improving the messages
we
communicate to others.
2.
Every SAMPLE ESD employee a Key Messenger*
*SAMPLE ESD Key Messengers:
Support the mission and values of SAMPLE ESD
Want SAMPLE ESD, ESDs and K-12 schools to succeed and gain greater public support Participate in internal communications efforts
Stay informed about SAMPLE ESD’s contributions to school and student success Understand their influence as messengers about SAMPLE ESD, ESDs and K-12 schools Communicate key messages and stories about SAMPLE ESD, ESDs and K-12 schools
Objectives:
1.
Enhance internal communications systems
2.
Expand internal messaging effort
‘Communicate Together’
Sample Internal Communications Plan
Message:
For SAMPLE ESD, as well as all Oregon ESDs, our key message must answer these fundamental questions: What’s an ESD, and why are they necessary? What’s SAMPLE ESD, and how does it/do you make a difference?
Here’s SAMPLE ESD’s message:
We help school districts make it possible for all kids to learn, by:
1)
Teaching and providing specialized services directly to students, and
2)
Providing cost-efficient regional programs and services so that districts can better focus local resources
on teaching and learning.
To bolster our message, “CT” Squad members and other SAMPLE ESD staff will develop (and learn to tell) “stories” that help to illuminate our message and humanize our programs and services. As much as possible, the stories will be tied to SAMPLE ESD’s role in achieving what Oregonians want from their schools: 1) school and student success, based on high standards and expectations, 2) parental involvement, 3) community involvement, and 4) wise use of tax dollars to maximize teaching and learning.
‘Communicate Together’
Sample Internal Communications Plan
Objective 1 – Enhance internal communications systems
Strong internal communications systems are the foundation of this plan. In order for employees to embrace their roles as key
messengers, they must feel not only informed, but engaged. Staff should be afforded ready opportunities to ask questions, contribute suggestions, share information and learn about the work of other SAMPLE ESD departments. This will lead to a greater sense of trust and an increased perception of transparency.
The staff survey and “CT” Squad discussions provided a number of suggestions for improvement of SAMPLE ESD’s internal communications. Many are included in the following action plan.
Strategy 1.1 – Enhance effectiveness of SAMPLE ESD staff meetings
TACTIC PURPOSE RESPONSIBLE METHOD TIMELINE
Study current staff meeting practices throughout agency, in all departments and at all levels, and recommend SAMPLE ESD
guidelines for staff meetings
Enhance practices related to participation, agenda development, facilitation, reporting, etc., so that staff throughout the agency feel more engaged and informed Sub-committee of SAMPLE ESD Management Team, with additional participation by staff at all levels. Appointed by superintendent.
Interview staff at all levels and from all departments about what works and what doesn’t with staff meetings; look at research, including findings from SAMPLE ESD staff survey and “CT” Squad discussions September-October Meet, develop recommendations November Deliver recommendations to superintendent
Train staff on SAMPLE ESD guidelines for staff meetings
Same as above Sub-committee of SAMPLE ESD Management Team
Deliver training to SAMPLE ESD Management Team. Managers then train departments/workgroups in use of guidelines.
November
Train full SAMPLE ESD Management Team November-December Training/implementation throughout agency
‘Communicate Together’
Sample Internal Communications Plan
Strategy 1.2 – Create multi-purpose Staff Intranet
TACTIC PURPOSE RESPONSIBLE METHOD TIMELINE
Launch SAMPLE ESD E-Newsletter that resides on the Staff Intranet; investigate use of blog or other
technology so that newsletter-related comments can be made, questions asked and answered, etc.
Inform and engage all staff about news, accomplishments, challenges, goals, etc., of the ESD, its
departments and programs, its Board of Directors, and individual staff members
Committee that includes Human Resources Director,
Communications Director, Web Manager and a representative from each SAMPLE ESD department
Content is produced through regular contributions from all departments, as well as contributions from individual staff
members. Newsletter is dynamic, blog-like tool. E-mail notices are sent to staff when significant news is posted.
August-October Plan technology, initial launch
October
Launch E-Newsletter
Launch SAMPLE ESD E-Forum, perhaps as one component of the E-Newsletter
Even communication levels. Provide an opportunity for staff at all levels to make
comments and suggestions, ask and answer questions, and learn from the posts of others.
Same as above Moderated by superintendent’s
designee(s). Moderator farms out questions to person(s) best able to give answers. Ground rules established for appropriate use.
October-December Plan technology, initial launch
January
‘Communicate Together’
Sample Internal Communications Plan
Strategy 1.3 – Continue face-to-face meetings
TACTIC PURPOSE RESPONSIBLE METHOD TIMELINE
Continue Fall, Winter and Spring In-service meetings
Provide all staff with the same important
information. Provide inspiration. Boost morale. Continue to reinforce key messages, stories and other work of KMT. Superintendent, Communications Director, appropriate support staff August Fall In-service December Winter In-service June Spring In-service Continue face-to-face listening sessions between superintendent and/or directors, and staff groups
Provide an opportunity for face-to-face
interaction with the superintendent, directors Superintendent, Executive Council As much as possible, sessions should be informal. The superintendent/directors may have some
information to share, but primary role is to listen, answer questions, connect on a human level. August Develop schedule of sessions September-June Hold sessions
‘Communicate Together’
Sample Internal Communications Plan
Objective 2 – Expand internal messaging effort
SAMPLE ESD’s key messengers need to know what to say. But, before they can be expected to share key messages, they must have faith in those messages. What’s more, they must believe that sharing the messages is in their best interests. Toward that end, staff must understand the causal relationship between their communications with friends and acquaintances, and public perception of – and public support for – SAMPLE ESD, ESDs and schools. They must also be involved in developing the messages and stories they will ultimately share. Staff involvement will result in messages and stories that are more likely to be “owned” by staff, more likely to be perceived as credible, more likely to promote a sense of pride in the ESD – in short, more likely to be effective.
Strategy 2.1 – Continue and expand work of Key Messages Team
TACTIC PURPOSE RESPONSIBLE METHOD TIMELINE
Educate all staff about their influence as messengers about SAMPLE ESD, ESDs and public schools
Help staff understand the impact of negative messages and the power of positive messages, and why what they say matters
“CT” Squad, SAMPLE ESD Management Team
In staff meetings, share SAMPLE ESD/“CT” Squad research findings, introduce communications plan
August-September
Involve all employees in message/story
development
Improve messages and stories. Improve the likelihood that messages and stories will be told.
“CT” Squad, SAMPLE ESD Management Team
In staff meetings throughout the year, discuss message and brainstorm and reinforce stories that illuminate SAMPLE ESD message
August-June
Develop and implement plans to promote and reinforce messaging effort
Emphasize/celebrate the importance of this effort. Improve the success of the
communications plan.
“CT” Squad In developing the plan, consider: “CT” Squad plans for major in-services; best ways to support related staff meeting work; rewards or contests, etc.
July-August Develop plan September-June Implement plan
‘Communicate Together’
Sample Internal Communications Plan
Strategy 2.2 – Evaluate messaging effort and plan for next steps
TACTIC PURPOSE RESPONSIBLE METHOD TIMELINE
Evaluate success of the first year of the
communications plan
Assess first year effort; adjust and improve for second year
“CT” Squad, SAMPLE ESD Management
Survey staff, including comparison of first- and second-year responses; assess performance of each communications plan strategy April-May Develop second-year communications plan Continue work of “CT” Squad, messaging effort
“CT” Squad, SAMPLE ESD Management
Continue plan aimed at internal audiences as key messengers; consider plan targeted at some external audiences; consider plan for providing support for a “CT” Squad -like opportunity at all SAMPLE ESD districts
