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Area Reviews Communications Plan Template
Contents
Introduction 1
Current Situation 2
Audiences 3
Aims 4
Messages 4
Strategy and Tactics 5
Timings 12
Appendix 1 – Communication audit matrix 13
Appendix 2 – Internal and external analysis 14
Appendix 3 – Audience identification 16
Appendix 4 – Questions and answers 18
Appendix 5 – Communication working agreement 20
Appendix 6 – Choosing a PR agency 22
Appendix 7 – Content calendar 23
Introduction
The purpose of this template is to provide assistance to further education and sixth
form colleges in managing their communications activities during the area review
process.
Area reviews are one of the biggest challenges facing colleges at the moment. Within
the Association of Colleges (AoC), our aim is to support all our members to the best of
our ability. Effective communication will be critical both during the area review process
and once the recommendations have been announced. This template provides you
with ideas of how to manage the communications during the initial process. We will be
developing a template for post-recommendations, which will be available from January
2016.
The initial area review process takes place over a four-month period. AoC’s website
has a section dedicated to area reviews, and includes an outline of the work carried out
in this period.
For those not already aware, area reviews were announced by the Government in July
2015 within their document Post-16 Education and Training Institutions Review. This
set out the Government’s aim to “move towards fewer, often larger, more resilient and
efficient providers.” Their policy document states the following:
2
“We expect this to enable greater specialisation, creating institutions that are genuine
centres of expertise, able to support progression up to a high level in professional and
technical disciplines, while also supporting institutions that achieve excellence in
teaching essential basic skills – such as English and maths. This will need to be done
while maintaining broad universal access to high quality education and training from
age 16 upwards for students of all abilities including those with special educational
needs and disabilities.
“We know from experience of Structure and Prospects Appraisals and early area-based
reviews that restructuring can help to improve opportunities and outcomes for
students and secure operational and financial efficiencies.
“We are therefore announcing that the Departments for Education and Business,
Innovation and Skills will facilitate a programme of area-based reviews to review 16+
provision in every area, and do so quickly. These reviews will provide an opportunity
for institutions and localities to restructure their provision to ensure it is tailored to the
changing context and designed to achieve maximum impact.
“Our focus will be on FE and sixth-form colleges, although the availability and quality
of all post-16 academic and work-based provision in each area will also be taken into
account.”
This template is not a directive, but instead provides ideas for approaches which aim to
assist colleges. It starts with the current situation section below, and includes areas
such as audience identification, messages and tactics to use. Before starting to plan
your communications, speak to your senior management team, as there may be
ongoing discussions within the college, and other partners, which can help direct you
to the most appropriate communication approaches.
Alongside this document, AoC staff are available to provide support and advice on
communications. Their details are as follows:
Chris Walden – Director of Public Affairs and Communications
([email protected]) Tel: 0207 034 9914
Andrea Jones – Senior Communications and Membership Manager
([email protected]) Tel: 0207 034 9979
Piran Dhillon – Public Affairs Manager ([email protected]) Tel: 0207 034
9915
Sarah Scott – Media and PR Manager ([email protected]) Tel: 0207 034
9973
If you feel there is a subject area that is missing from this template, please contact one
of the team who will be happy to help, and will add it to later editions of this document.
3
Current Situation
The first stage in any planning process is to consider the current situation. This helps
to recognise what the issues being faced are, as well as providing a full understanding
of the college. The information gathered within this process can be useful for
communications further down the line. The following provides an overview of some of
the areas you may want to consider.
Overview of the organisation
This consists of details of your college, including:
Area you cover
Number of students (broken down by 16 to 19-year-olds and post-19)
Number of apprentices
Number of staff (broken down by teaching and support staff)
How many students on average enrol each year (broken down by age)
College budget
Details of the employers you work with
The purpose of this exercise is to make sure that the communication team has a full
understanding of the organisation. This will assist in identifying the importance of
different audiences and developing messages. The information can also be used as a
factsheet for the media and stakeholders.
4
Communications audit
In order to be able to plan, it is useful to have a clear understanding of what your
current communication channels are and how they are used. This should consider the
following:
Internal communication channels (intranet, staff briefings, newsletters)
Social media channels (Twitter, Facebook, Instagram, LinkedIn)
Website and any microsites
Stakeholder communication channels (newsletters)
A matrix can be used to compile this, which is available at Appendix 1.
Internal and external factors
It can be beneficial for the communications team to carry out exercises to look at
internal and external factors relating to area reviews. Two systems that can be used
for this are:
Strengths, weaknesses, opportunities and threats (SWOT) analysis
Political, economic, social, technological, environmental and legal (PESTEL)
analysis)
This can provide the communications team with a full understanding of all of the
issues, which will be useful in developing tactics and approaches.
Appendix 2 provides matrices for both of these exercises.
Audience
The following includes the core audiences you will need to consider with any
communications around area reviews. This is not an exhaustive list, and will have
different local variations.
Governors
Staff
Unions
Students
Students Union
Parents
Employers/partners who work with the college
Potential students
MPs
5
Councillors
Officers of the council
Other colleges
Universities
Schools in the area
Media
o Trade
o Local
o National
Influential local people
Local enterprise partnerships
Chamber of commerce
Appendix 3 provides tools to help develop your audience list, along with a matrix to
help identify primary and secondary audiences.
Aims
From the outset you should have aims for the communication work. The following are
suggestions:
Ensure that internal audiences are kept up to date with the area review process.
Provide timely, accurate, consistent information to stakeholders.
Develop a partnership working approach with other colleges for a strategic
communications approach.
Messages
Creating and maintaining a limited number of key messages promotes consistency
across audiences and channels, whether it is a media release, website update or staff
meeting. Contradictory statements weaken a college’s position and can lead to the
perception that it is hiding something and that nothing it says is to be believed.
It is therefore essential that messages are consistent, open and honest and the fewer
people involved in writing or delivering them, the stronger they will be. The below
provide ideas of core messages you may want to consider using for all communication
activities.
6
When developing these, it is important to understand that negative messages may not
be in the best interest of the college. While you do not need to be positive about the
reviews, the messaging should try to be neutral.
Area reviews have been introduced by the Government. The Government’s
stated purpose of the reviews is to assess the economic and educational needs
of the area and the implications for post-16 education and training provision.
The Government’s aim is to achieve a transition towards ‘fewer, often larger,
more resilient and efficient providers’1 and more effective collaboration across
institution types.
This college has been included in the XXXX area review.
We will continue to focus on providing excellent education and training to our
students during the process.
The country needs strong, resilient and locally responsive colleges to provide
high quality technical and professional education. XXX College will be essential
if the economic recovery is to be sustained through the development of a highly
skilled workforce.
For general messages about what colleges are and do, we have developed the
following narrative:
Further education colleges provide high-quality technical and professional education
and training for young people, adults and employers. They prepare more than 3 million
students with valuable employability skills, helping to develop their career
opportunities.
Colleges are inspirational places to learn because education and training is delivered by
expert teaching staff in industry-standard facilities. From basic skills to postgraduate
degrees, colleges offer first rate academic and vocational teaching, in a range of
professions including engineering, hospitality, IT, construction and the creative arts.
Sixth form colleges provide high-quality academic education to 16 to 18-year-olds
enabling them to progress to university or higher level vocational education.
1 https://www.gov.uk/government/publications/post-16-education-and-training-institutions-area-based-
reviews
7
Strategy and tactics
To provide regular updates to staff and internal audiences and have effective
internal communication processes in place.
Internal communications is critical in any change management process, and includes
staff and governors. It is likely to be a time when staff will be getting nervous about the
future and their positions within the college, as well as having a detrimental impact on
the overall morale. As such, internal communications should be proactive. Some
points to consider for internal communications are:
Consistent messages
Internal audiences should receive any messages prior to them being sent externally,
whether to stakeholders or the media. All messages, whether provided internally or
externally, need to be consistent.
You should also assume that any messages provided internally will be made available
externally.
What will this mean to me?
Messages in internal communications need to be put across in a way that answers this
question. Staff will be worried about the future and their position, so it is important to
acknowledge this and make sure that questions are answered.
Some of the questions to consider answers for include ‘ will this mean redundancies?’,
‘will the college close?’ etc. At the moment, it will not be possible to answer many of
these questions, as the area review process is in its initial stages. However, you should
be open, honest and reassuring. If you don’t know the answer to a question, explain
that the process is ongoing and you will update as soon as you can.
A potential tactic for this is to develop a question and answer service on your intranet.
Appendix 4 has some suggestions for possible content.
Reminder about the communications policy
If your college has a communications policy in place, make sure that staff are aware of
this. If you don’t have one, you may want to consider developing one. This policy sets
out what is expected from staff when raising any college issue externally. For example,
this should highlight that a college staff member shouldn’t speak to the media directly,
8
but instead all media enquiries should be forwarded through the communication/
marketing team.
Unions
Keep the unions involved as part of your wider engagement work. Again, the messages
should be consistent with internal communications, focusing on this being part of
Government reforms and that you’re working on behalf of students, staff and the wider
community.
Tactics to consider:
Updates and FAQs on an intranet system. This can provide the latest
information on area reviews, and links to where people can find more details.
You may want to consider having a monthly update from the principal/chair of
governors
Regular updates for managers to provide to their teams.
Share any comments you provide to the media internally with staff. This will
ensure that they are kept aware of any messages before they are published.
To implement a shared communication protocol with other colleges in the area
review.
An effective way to handle the communications around the area reviews could be to
put in place a protocol between colleges. This could outline:
Shared messaging
Sharing of ideas/good practice around internal communications
Agreement to a shared approach to communication with stakeholders (shared
MPs)
Agreed statements to share with the media
Agreement to keep up to date with any media enquiries
Agreed approval process
A template of this protocol has been developed at Appendix 5. This is a suggested
approach which you may want to consider as a way to assist in the process. It is aimed
primarily at your marketing/communication teams to help with the sharing of
information and good practice.
Alternatively, colleges may wish to consider engaging a PR agency to deal with external
messaging and media management. Appendix 6 outlines some considerations when
selecting an agency.
9
To manage social media communications
The main differences between social media and other channels are:
Message speed – bad news can travel much faster to a wider audience.
Conversely, a college can collect information on public perception to an incident
far faster and disseminate its own key message to social media audiences with
greater speed.
Two way conversations – most social media channels require authentic, two way
dialogue. Using social media as if it were a publishing tool (say, in the same way
you use your online press office) isn’t going to work.
Set up digital listening posts as part of your everyday communications activity. You
should be tracking college mentions on Google news alerts, Technorati, Twilert and
other monitoring media as standard. These will provide the dashboard you’ll need to
track an issue across the social media space.
There is no need to proactively speak about area reviews on your social media
networks. However, you do need to follow what is being said. When to intervene and
engage would be as follows:
To answer direct questions
To correct falsehoods being spread
To deter scaremongering about the college’s future
Be open and understanding. Responding with impersonal statements or institutional
jargon won’t work. If you are addressing someone’s genuine worry or concern, have
empathy with their situation and be rational and respectful using everyday language.
Outline next steps and tell your story. As with traditional media statements, use the
opportunity to explain what you are doing and when you are doing it and to include,
where appropriate, key messages about your institution.
To manage media enquiries
During the initial area review process, it is advised not to proactively go to the media
about what is happening within the college. If approached you should provide a
response, rather than say “no comment”. During this period there is the risk of
speculation which would be unhelpful for the reputation of the college. The following
sets out how to manage media enquiries and interviews.
Preparing for media interviews for area reviews
Consider the audience. The general public is unlikely to know much about the
further education sector so don’t use any jargon, keep your tone
conversational and keep your messages simple. Think about the one thing
10
you’d like them to take away from hearing/seeing/reading your interview and
base your strategy around this.
Area reviews are, in part, the Government’s response to significant funding cuts
to colleges since 2010. It will therefore be helpful to have the facts about
funding cuts at a national level to hand.
Control the interview and talk about how your college is involved/taking a
leading role in your area review and how the outcome could potentially benefit
the local community. It is important to ensure you highlight the college’s
strengths as a leading local organisation and that your focus continues to be on
providing high quality education and training for students.
Think ahead of the three main positive points you want to make and bridge
back to them.
It is likely there will be little awareness among the general public about area reviews
and there may be concerns about what this means for provision locally. This gives you
an opportunity to talk about all the good work your college is doing and what you have
on offer:
Examples are powerful, memorable and bring colour to an interview. Prepare
two or three examples of things that your college is doing particularly well e.g.
employer links, an industry specialism, apprenticeships.
Tap into the Government’s agenda for education and skills. For example,
mention how your college is helping to achieve more apprenticeships, how you
are improving the productivity of the workforce and tackling the country’s skills
shortages etc.
Useful lines and information
Current useful figures regarding funding:
Spending on 16 and 17-year-olds is 22% lower than 11 to 16-year-olds. It is a
further 17.5% less for 18-year-olds.
Adult education funding has been cut by 28% this year alone (2015).
For up to date information on funding visit http://www.aoc.co.uk/term/funding-
finance.
Useful lines about the important role of colleges:
The country needs strong, resilient and locally responsive colleges to provide
high quality technical and professional education. Colleges will be essential if
the recovery is to be sustained through the development of a highly skilled
workforce.
11
Further education colleges are resilient and resourceful and as a sector we
provide more than 3 million students with high-quality technical and
professional education and training which lead directly to a job.
Colleges have a key role in helping to prepare people for the workplace,
ensuring people have the right skills for the role and increasing the country’s
productivity.
Sixth form colleges are resilient and resourceful and we provide first rate
academic teaching, helping thousands of young people enter university every
year.
The education and training we offer is inspirational because it is delivered by
expert teaching staff in industry-standard facilities. For example, [INCLUDE
EXAMPLE FROM YOUR COLLEGE]
Colleges offer first rate academic and vocational teaching, in a range of
professions including engineering, hospitality, IT, construction and the creative
arts. We work closely with [INSERT INTERESTING EXAMPLES OF COURSES IN
THESE SECTORS AND/OR EMPLOYERS YOU ARE WORKING WITH].
Our advice to be reactive in the initial period is to ensure you have the mechanisms in
place to deal effectively with the internal and stakeholder communications. Some
colleges may wish to do this as well as being proactive with the media. There are
benefits to this by being able to manage the timing of when the media are involved and
control the message released. However, you will need to be careful with any timings
on this as by going to the media at the start of the four-month review period could lead
to increased speculation in the media, as there will be limited information available.
To provide timely, accurate information to stakeholders
Your college will have a range of stakeholders, as identified within the audience section
of the plan. The core messages can be duplicated across all types of stakeholders.
However the tactics used will be different. The results of the communication audit
outlined earlier will be useful here to identify how current channels can be used for
specific types of communications.
At all times external communications should follow internal communications, not
precede them.
12
Members of Parliament
When a review is announced the local MPs will be informed by the Department for
Business, Innovation and Skills. It is still important for you to make contact with your
MP(s) too, and when writing/emailing/speaking to your MP(s) about the issue it is
recommended to consider the following:
Explain the background and what the Government is proposing in simple,
jargon-free language
Discuss the likely impact this will have on the college and more importantly your
students (the majority of whom will be the MP(s) constituents)
Explain the timeline and local stakeholders that will be involved and or affected
by area reviews
Reaffirm at every opportunity that despite the uncertainty and irrespective of
the overall outcome, your priority is and will continue to be educating and
training your students and serving the community
Students and parents
As yet, area reviews haven’t been widely publicised. Therefore it is unlikely that
students and parents will know about the proposals. The following approaches are
suggested for communicating with this group.
Prepare text for your website. This should include the core messages already
outlined and highlight that it is business as usual for the college. Wording such
as the following could be used: “The priority throughout the area review process
is to ensure students studying at the college continue to have high quality
education and training”.
Ensure course tutors are provided with core messages and are prepared for the
possibility of students asking them about area reviews. This is particularly
important for those who have over a year left in their studies, as they will want
reassurance that their course will continue.
Consider including these messages on any standard communications you
provide to students, whether it is through web messages or student newspaper.
Liaise with the Students Union and ensure they are kept informed of the
progress of the area review.
In implementing these approaches, it is worth remembering that these actions could
lead to media enquiries. Therefore colleges need to be prepared for this possibility,
13
with a holding statement, as outlined earlier. However, it should not prevent you from
proceeding with communicating to students.
Potential students
Through the area review process it is important to remember that it is business as
usual within the college, including preparing marketing activities for future enrolment.
At the same time, you will need to consider ensuring that potential students and their
parents are informed of the area reviews. The following provides suggestions for this
work.
In a similar way to current students, consider preparing a web statement on
area reviews linked to your enrolment pages. This should again outline in plain
English that the priorities throughout the area review process is to continue with
the high quality education and training on offer.
In preparation for any open days/events, ensure that staff involved are aware of
area reviews and prepared to answer questions about it with the core
messages.
Employers and partners
Employers and other partners the college works with should be kept informed of the
area review process. It is important to make sure this group is briefed as the reviews
relate directly to the economic impact in the community.
If you already send information out to this group, you should consider including a
regular update on area reviews. If you don’t already do this, it may be worth
considering doing so. it should focus again on the core messages that this is a
Government initiative and that as a college it is business as usual as the process takes
place.
Other stakeholders
During the audience identification stage of the plans you would have identified a range
of other stakeholders. It is worth considering the most effective way of engaging with
these stakeholders, such as through e-marketing, website or face to face briefings.
It is likely that a number of stakeholders, for example councils, local enterprise
partnership or chamber of commerce, will be shared between more than one college.
Therefore it is suggested that this engagement work could be carried out jointly. This
should focus again on the core messages.
14
It is always important to ensure that any staff members who are responsible for liaising
with stakeholders are fully informed on the area review process and the core
messages.
Timings
Some communications during the area review process will need to be more regular
than others. As such, it is recommended that a content calendar be developed to
assist with the timings and ensure regular communications. A template of this is
provided at Appendix 7.
15
Appendix 1
Communication Audit Matrix
This tool can be used to identify current communication channels, how much they are used and who is responsible for managing them.
Channel Audience Engagement levels
(readership, followers, users)
Frequency used Who’s responsible for
managing
Internal Communications
Social Media
Stakeholder Communications
16
Appendix 2
These tools are to be used as part of an analysis of internal and external factors.
SWOT Analysis
The SWOT analysis looks primarily at internal factors and how external factors can provide
opportunities or threats to the college.
Strengths
What is your organisation
particularly good at?
Weaknesses
What are the things you need
to improve in your
organisation? Internal factors
Opportunities
What trends are happening
that you could exploit?
Threats
What threats are there for
the organisation?
External factors
Positive Negative
17
PESTEL Analysis
This looks at the external factors. Some of these may not be relevant for the area review
process, but are worth considering.
Political
What is happening politically in the
environment in which you operate?
Economic
What is happening within the economy?
Sociological
What is happening socially in the markets in
which you operate, cultural norms and
expectations, population growth rate, age
distribution, career attitudes?
Technological
What is happening technology-wise that can
impact what you do? How will it impact your
products or services?
Legal
What is happening with changes to
legislation? This may impact employment,
access to materials, quotas, resources,
imports/ exports, taxation etc
Environmental
What is happening with respect to ecological
and environmental aspects?
18
Appendix 3
Audience Identification Table
This tool can be used to help identify audiences for communication. It is a useful guide to
consider different groups to communicate with. Identify each specific group within each
area sector.
Area Audience
Media
Financial
General Public
Customers
Internal
Influential groups
Government
Partners
19
Power/Interest Matrix
This matrix helps to identify who your primary and secondary audiences are. Place
your identified audience into the table of how much interest in the issue and power
they currently have.
The tool can also be used to help identify any specific movement you want a particular
stakeholder to have in terms of their interest/power. For example, this tool can help
identify where you want particular groups to shift to in terms of their interest/power.
This can help to identify how much engagement will be needed to move groups from
one quadrant to another and so focus community/engagement efforts.
Po
we
r
Level of interest
Low High
Low (Minimal Effort)
(Keep informed)
High (Keep satisfied)
(Key players)
Students Students
20
Appendix 4
Area reviews – questions and answers
This is not an exhaustive list, but rather an example of some questions and answer you may
want to consider.
What are area reviews?
In July 2015, the Government announced its intention to conduct area reviews of post-
16 education in England. These will be conducted between September 2015 and March
2017.
The Government’s stated purpose of the reviews is to assess the economic and
educational needs of the area and the implications for post-16 education and training
provision. The Government states that this approach is designed to achieve a
transition towards fewer, larger, more resilient and efficient providers and more
effective collaboration across institution types.
The Government has said the aim of area reviews is to “move towards larger, more
resilient and efficient colleges which are able to support greater specialisation and
higher levels of expertise to ensure progression for learners through professional and
technical routes.”
What are the timescales involved?
The area review process is expected to be completed in four months, between [insert
dates]. We will then be provided with recommendations, which will be considered by
our Board of Governors.
Who is involved?
There are [insert number] colleges involved in the XXX area review. These are:
[list of colleges]
The process will also include:
FE Commissioner
XXX Local Enterprise Partnership
Regional Schools Commissioner
Can students still apply for next year’s courses?
21
Yes. Students should continue to apply for a programme offered by XXXX College in
the usual way.
The priority throughout the area review process is to ensure students studying at the
college continue to have high quality education and training.
22
Appendix 5
Communication Working Agreement
[Please note: this is a template agreement, with suggested inclusions, which can be modified
to fit your college area needs.]
The purpose of this agreement is to support the effective communication activities of
all colleges during the area review process.
By agreeing to this protocol all colleges in the XXXX area review agree to the following.
Messaging
We agree to use the following as core messages during the area review process:
Area reviews have been introduced by the Government. The Government’s
stated purpose of the reviews is to assess the economic and educational needs
of the area and the implications for post-16 education and training provision.
The Government states that this approach is designed to achieve a transition
towards fewer, larger, more resilient and efficient providers and more effective
collaboration across institution types.
This college has been included in the XXXX area review to ensure the most
effective provision for our students and local community.
We will continue to provide excellent provision to students during the process.
The country needs strong, resilient and locally responsive colleges to provide
high quality technical and professional education. XXX College will be essential
if the economic recovering is to be sustained through the development of a
highly skills workforce.
[These are suggested core messages which can be adapted to your needs.]
Media engagement
We agree to share information between colleges in relation to any media enquiries we
receive. This includes:
Details of any media enquiries we receive asking for any comment about the
area review process, and the responses given.
Details of any interviews we have given, whether broadcast or print on area
reviews.
23
[The sharing of media enquiries between colleges is a useful way of monitoring the level of
interest. By providing these updates in colleges you can ensure that messages are consistent
during the initial process, so avoiding conflict.]
Stakeholders
We agree, where possible and practical, to send shared messages to stakeholders. This
could, for example, be a shared message to an MP or council which covers more than
one college.
[Some colleges will have shared stakeholders. By publishing joint messages you will portray
a collaborative approach to communications.]
Good practice
We agree to share good practice of internal communication activities. This could
include ideas of what internal communications have been effective in sharing the
messages with staff and, conversely, any issues we have faced.
[Not all colleges in your area review will have the same abilities, knowledge or resources to
develop internal communication activities. Staff are your most important resource and
ensuring they are kept updated regularly is critical for morale. Sharing good practices
between your marketing/communication teams will be beneficial to all.]
Internal communications
We agree to share messages and agree times for internal messages to be sent to staff.
[Staff members will undoubtedly have friends and colleagues within neighbouring
institutions who will share information about area reviews. To negate any wrong
information being provided/shared, and to ensure your staff feel kept informed, it is worth
considering having processes in place to send updates in parallel with other colleges.]
24
Appendix 6
Choosing a PR Agency
If you are thinking about instructing a PR agency to help during the area review
process, here are some points to consider to help you choose the right agency. These
tips aren’t exhaustive but might help you when inviting PR agencies in to pitch for your
business.
Further education knowledge: Can the agency demonstrate that they have achieved
successful campaigns and coverage in your target publications. Do they understand the
further education sector, the current issues affecting it as well as the influential
journalists, bloggers and people within the sector?
What media is best for your campaign: PR stands for public relations so you should
check whether the agency understands what the best way is to reach your target
audience, i.e. whether your news is best pitched to a journalist or might work better
over social media. It goes back to target audience awareness and what they read and
access regularly.
Check out their reputation: Have a look at the agency’s client list and ask to speak to
them. Ask if they are pleased with how the agency works and their achievements.
The pitch: Does the pitch demonstrate that they’ve understood your brief and target
audience? Are their creative ideas realistically achievable?
The PR Team: Make sure you ask who will be working on your PR day to day and ask if
you can meet them as it isn’t always the people that pitch for the job. Enquire about
their experience of the sector and get feedback on their past campaigns.
Costs and methods of charging: Agencies have a variety of ways of charging for their
time working on your account. Enquire about fees and expenses and whether
expenses are included in your retainer fee.
Evaluation and Measurement of success: This is very important as this is how you
will know whether their work, your messaging and your campaign is successful. Find
out what measurements the agency will use to evaluate the campaign. Also ask them
how they will be reporting on their success based on your objectives.
25
Appendix 7
Content Calendar
This template is for a content calendar is order to help track regular communication and updates with particular audiences.
Week
Subject Responsible Delivery
Week
1
Week
2
Week
3
Week
4
Week
5
Week
6
Week
7
Week
8
Week
9
Week
10
Week
11
Week
12
Internal message 1
Internal message 2
Internal message 3
Stakeholder note 1
Website update 1
Website update 2
Letter to MP