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Queens Cheerleading Strategic Communication Plan

Created by Leah Beth Parsons Communication 605: Theories of Strategic Communication April 18th, 2011

Cheerleading Recruitment Strategic Communication Plan

Cheerleading |2 I: Executive Summary Currently, the Queens University of Charlotte Cheerleading program does not have a set communication plan. Instead they have relied on the universitys brand to bring in quality students. This has hindered the type of student-athlete and the amount of talent coaches are able to reach. Because the program has not defined how it would like to communicate to the public, it is has become an afterthought throughout the region. With a clear communication plan, the Queens cheerleading program could become a leader within Division II sports in its region. This, however, will not happen overnight, and will take time and dedication to make this a reality. Reflection of the process will be vital to its success. The plan below explains the method in which many programs in the division and region are facing similar battles and what can be done to overcome this challenge. Also, the current programs goals and values will be evaluated, exemplifying not only how they align, but also how they are not being met. The purpose of a goal is to meet that goal - the Queens cheerleading program needs to evaluate if those goals can be met and how. One of the difficulties with this plan includes the public the program needs to reach. This is a very specific group of individuals who continuously change. Queens has two years to reach this public before a new group enters the market. With that comes the challenge of ensuring the needs of the public are known and the way in which the Queens program aligns with their wants and needs. Since there is very little, if any prior plan to work with, this plan is going to include three basic recommendations. These recommendations range from personal visits, to social media, and lastly, to a major production. These three very different suggestions have been created to start a trial and error period. Due to the lack of competition, there is very little precedent; Queens cheerleading will be forced to create the wheel. Therefore, the program will need to reflect on each suggestion and determine what is going to be most valuable to them. The program will need to determine how much work, time, and money they are willing to put into this first year. This plan was created to help the program grow and the steps were suggested as ways to grow. These three suggestions do not need to happen at the same time, but rather should be implemented as the program leaders feel necessary. With a few small steps, the Queens cheerleading program can reach a level of success; however, the team must be able to handle some failure. This is not an immediate process and will require a large amount of dedication, but the desire to increase regional awareness can be met. II: Purpose The purpose of this plan is to increase regional awareness of the Queens University of Charlotte cheerleading program. III: Challenge and Opportunity

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Many people and organizations do not consider collegiate cheerleading a true athletic sport. Even the NCAA, the organization that oversees all collegiate athletic programs, does not recognize this group of individuals as athletes. Without national recognition and support, it is difficult for many cheerleading programs to be taken seriously, and for new programs to develop and grow. The NCAA has deemed that it is up to each college and university to determine whether or not to accept cheerleading as an athletic organization. Many Division I programs have the verbal support and the name recognition from their athletic office; however, they often lack the monetary support. Most Division II programs are not this fortunate. 1These programs are usually considered a club, lack the staff support of coaches, and are unable to provide uniforms or competition fees due to lack of finances. Luckily, the Queens cheerleading program has gained some recognition and monetary support from the university. The problem Queens faces is that while there is recognition, it is still not held at the same level as other athletic programs throughout the university; therefore, regional recognition remains slim. The cheerleading program at Queens is expected to not only participate in competitions but also support all other athletes by attending their games in and out of uniform, creating signs of support for other teams, and attend various community events. Because there are 18 other men and womens sports at Queens, this charge from the University requires each cheerleader to invest a large amount of their time and energy. No other team on campus is required to support other teams, it is merely encouraged. While supporting other teams is a role of the cheerleading program, it is not the number one priority winning competitions is the top priority of the program. Due to the amount of time the other responsibilities take, the competition portion of the program is often over-looked by those who are outside of the program. This thought pattern needs to change and the Queens program needs to be known for their competition successes so that they will be considered studentathletes. This will give them the opportunity to gain regional recognition. In order to change this way of thinking, the region needs to know that the Queens cheerleading program exists and they need to understand its level of success. This recognition will then allow the program to recruit more talented and academically gifted student-athletes. There are currently three problems this program is facing. In order to receive regional recognition, the program needs to compete at a national level and win. However, in order to compete at the national level, the program needs to recruit students who have the desire and the ability to succeed at that level. The third problem is that cheerleading at the Division II level in this region is not held to a high standard. Within Queens athletic conference there are perhaps 2 - 3 other schools that will compete within a year. The schools that wish to compete vary from year to year making this group an inconsistent one. Without consistency, it is hard to see and understand what other programs are
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P. Motter head cheerleading coach at Belmont Abbey College (personal communication and discussions in 2009 2010).
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L. Townsend head cheerleading coach at Queens University of Charlotte (personal communication and discussions from 2009 today).

Cheerleading |4 doing to let those in the region know of their existence. There is no competition or someone to learn from. This third problem, lack of conference competition, could be an advantage for the Queens cheerleading program. Queens will have the opportunity to set the standard for all Division II cheerleading programs in the region, but this will require a large amount of ground work and reflection, especially in the first few years. Queens needs to be aware that any plan they choose to implement will not allow them to reach regional recognition overnight and will be a process that will take a few years to implement. As other teams develop, grow, and become consistent players, the challenges of reaching students within the region will change. 3 Therefore, Queens needs to understand that any plan will require reflection at least once, if not multiple times, throughout the year.

IV: Analysis Mission: The mission of the current program at Queens is: To support and grow individuals through leadership opportunities, teamwork, and a commitment to success. Goals: 1) Win a national competition 2) Recruit athletically and academically gifted students 3) Have students seek out and want to join the program 4) Be recognized as a leading program in Division II schools 5) Produce leaders within the community Values: 1) Integrity 2) Commitment to one another and the programs success 3) Support for and from team members and the university 4) Accountability 5) Development of student-athletes Since there is very little discussion of the Queens University of Charlotte cheerleading program outside or within the university, there are very few strengths, if any, to mention. A strength, which is also a weakness, would be that there is a consistent message coming from the university nothing is being said. However, this is also a 4weakness, because people are creating their own opinions without a voice from the source. Without a clear and consistent message, the public does not
3

Ulrich Beck his belief that once something is presented, you should reflect on your action and then re-present you ideas based on your reflection. (Chapter 2)
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Bruno Latours idea of Actor Network Theory, speaks on the idea of the translation process. Diffusion is not the best way to market your product; you need the right condition during the translation process. Chapter 9

Cheerleading |5 know what to believe, under the assumption that they even know that the program exists. Other programs, mainly Division I, are known throughout the world of cheerleading because they are competing at established competitions, are involved in community organizations, and their universities make sure they are broadcast throughout their region. Queens is lacking in these aspects. This is the first year that the program has seen success and has retained talented individuals, so this is the first time the university has had a reason, to broadcast the program. A communication plan has not been created, which has not allowed the program to maximize its successes. Even though the Queens cheerleading program does not have a communication plan in place, their desired goals and values are in alignment. The problem is that it is not being implemented. Although, the program reached a goal by winning a national competition, the University did very little to announce this success outside the universitys walls. While a goal was met, the value was not, Support for and from the team members and the university. Without this public announcement, it is hard for the program to be seen as a leader within the division, which is also a goal of the program. The Queens cheerleading program needs to create and implement a communication plan that will enable the team to reach its goals while maintaining its values. V: Market Segmentation Public: Female college-bound high school juniors and seniors who have shown a desire to cheer at the collegiate level by currently cheering for their local high school or a completive cheerleading program in their area. Challenges: 1) Students are uneducated about the recruitment process 2) Talented students are burnt out 3) Students know that many programs do not give them the resources they need, making personal expenses in affordable 4) Students and the community do not know that the program exists 5) Students are afraid of the stereotype Values: 1) Name recognition 2) Ability to be seen as an individual 3) Opportunity to grow and be an individual 4) The want to win and be successful Means: 1) Word of mouth initial contact 2) Facebook initial contact 3) Phone calls follow up

Cheerleading |6 4) Emails follow up How the public makes decisions: 1) Group decisions Students choose to try out for a cheerleading program based on the opinions of their friends and families. 2) Brand recognition If she believes that her skill level or academic quality is higher than our program and college then this will be a harder student to recruit, whereas a student who believes her skill level or academic ability is not as high as the programs or university, if asked to join, will be more excited and willing to jump on board. 3) Personal Value Students want to know how being a member of the program will make them happy and how it will allow them to achieve success and grow as an individual. 4) Outcomes Students want to see results of past wins and what past members of the program have gone on to accomplish. They also want to know how being a part of the program helped them get to where they are today. Current perception and sentiment: 1) Unaware of the program - Many female high school juniors and seniors in the region do not even know that the Queens University of Charlotte cheerleading program exists. They first hear about the university as a whole and then the program. They decide to attend the university first and then decide whether or not they should try out for the program. 2) Cheerleading is a hobby, not a sport Because many universities, especially Division II programs, do not recognize cheerleading as a sport, many people believe that this is the case for all Division II schools. There is nowhere to go within the sport after college since professional cheerleading and competitive cheerleading is very different. 3) It does not add value Since collegiate cheerleading is not a reason the student applies to the university, many students do not believe that joining a program will help them succeed outside of college. Student outcomes are not broadcasted and individual achievements are not recognized. Cheerleading does not compete for the same awards as other sports, so it is difficult for students to understand and identify the value it can bring. VI: Suggested Strategies Recommendation 1: Contact regional cheerleading gyms and high schools By contacting local gyms and high schools multiple students are accessed at one time. If the head coach at that gym or school believes in the program, then he or she will become an advocate for your program. 5Once that coach is an advocate, he or she will begin to reach out to others and possibly recruit more students with higher ability. Information: Research gyms and high schools in the region
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Leon Mayhews concept of tokens of influence, if you can get people to trust you the more you can get from them redemption of the token. Chapter 11

Cheerleading |7 The head coach at each gym and school will need a breakdown of the program make-up: History of the program The type of student that is typically on the squad Academic ability Skill level Number of members for each position Types of personalities: outspoken, quiet, aggressive, hardworking, et cetera Life for members outside the program: amount of involvement on the campus or community in other aspects? The type of student the program is seeking (if different from above) Academic ability Skill level Positions are you trying to fill or increase Coaching style the program would like to recruit The vision of the program Awards and accolades of the program Background on the coaching staff: experience, personal awards and goals, and academic achievements Timeline: Create information packet by July 2011 Research regional gyms and high schools by July 2011 Research local competitions and camps for possible visits by July 2011 Initial contact to schools and gyms by mid-July 2011 Setup first meetings by mid-August 2011 Conduct visits from September until December 2011 Continue conversations from first meeting throughout Resources: Hire a full-time assistant coach responsible for recruiting new student athletes while establishing and maintaining relationships with head coaches Create an information packet for the program and include incentives for joining Budget will need to include cell phone, travel expenses, and thank you gifts Establish a webpage or social media outlet for continued research and conversation Goals: Create an information packet Have a full understanding of 50 schools Have a full understanding of 30 gyms Contact 40 schools and 20 gyms Visit 30 schools and 15 gyms

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Recommendation 2: Establish a Facebook page dedicated to the Queens cheerleading program More students are utilizing social media every day. People want to see pictures, watch videos, and have a visual experience. Facebook will allow the program to satisfy this desire. The team will be able to upload videos, pictures, and start communication with the community. Because facebook can allow for dialog, it will give the program the opportunity and means to reflect on what the public wants, which will then allow the program to see if those wants align with the programs goals and values. Information: Description of the program Pictures of the current members Videos of the current members A means to get this page out to others Upcoming date for competitions and games Timeline: Gather 20 action pictures by May 2011 Gather and edit at least 2 videos by May 2011 Create page by May 2011 Send out invitations to current members to join page by mid-May 2011 Follow up with new fans each month Post new pictures, videos, and information on a weekly basis Resources: Staff member to create and oversee facebook page Camera for pictures and videos Knowledge of facebook Staff member to follow up with fans Goals: Create page by May 2011 Have all current member become fans by mid-May 2011 Have 25 new fans that are not members by June 2011 Have 30 students become fans by June 2011 Upload one post per week that gives information on the program Upload 3 videos per year Upload 50 new pictures per year Recommendation 3: Host a high school competition or camp on the Queens University of Charlotte campus If the Queens cheerleading program is able to host a competition or camp, then students will become more aware of the programs existence, as well as the universitys commitment to cheerleading. Information:

Cheerleading |9 Research local gyms and high schools Identify the best time to host a competition or camp based on: Universitys schedule High Schools schedules Competition schedules Predict conflicts Survey of interest to predict participation and necessary space Best ways to invite student athletes Social media: Twitter or Facebook Local newspapers Word of mouth Radio News channels Timeline: Create and implement survey by March 2012 Gather and review results by mid-March 2012 Determine date and space by April 2012 Contact and implement marketing means by mid-April 2012 Resources: Space to hold event Equipment: cheerleading mats Staff: current members of the program (depending on determined date, this may require housing and meals) Budget for marketing Staff to conduct research and implement event Give-aways: t-shirts, pom-poms, etc Goals: Send survey to 500 students Receive 100 surveys Invite 250 student athletes Have 75 student athletes register Have 40 student athletes attend VII: Conclusion The cheerleading program at Queens University of Charlotte needs to create and implement a communication plan. Because the program has very little frame of reference, this is going to be an ongoing process. It is important for the program to reflect on the process throughout the year and to be open to change and new suggestions. If the program is able to implement at least one of these suggestions, it will have succeeded in its first year. At this time, very little is being done to offer this program any type of recognition. By implementing at least one of these

C h e e r l e a d i n g | 10 suggestions, more people will gain knowledge of the program and its successes and the goal of this plan will be met. With more recognition, the program will be able to recruit talented and gifted student athletes. As more talent is added to the program, the level of competition the program can compete in will also grow. As Queens cheerleading program gains recognition and success, then other programs will have a reference point to start or grow their program. So with Queens success, cheerleading as a whole will obtain success, as is the case for any new sport or program. Someone has to start the process and be willing to face and conquer the pitfalls. Queens needs to be aware that there will be just as many, if not more failures, as successes; however, if the program works through those failures with support from the university, it can become one of the leading programs within Division II sports.

References Fredriksson, M. (2009). On Beck: risk and subpolitics in reflexive modernity. O. Ihlen, B. Ruler, & M. Fredriksson (Eds.), Public relations and social theory: key figures and concepts (pp. 21 42).New York: Routledge. Verhoeven, P. (2009). On Latour: actor-network-theory (ant) and public relations. O. Ihlen, B. Ruler, & M. Fredriksson (Eds.), Public relations and social theory: key figures and concepts (pp. 166 186). New York: Routledge. Staton, R. (2009). On Mayhew: the deomonization of soft power and the validation of the new citizen. O. Ihlen, B. Ruler, & M. Fredriksson (Eds.), Public relations and social theory: key figures and concepts (pp. 212 230). New York: Routledge.