7 Steps To Build Your Athletic Department’s Brand


Coaches must actively engage with the community, fans and alumni Community College, Oklahoma City, Okla. H


ow important is brand awareness to your athletic department? Take a look at the response rate of your last fund- raising initiative. Think of your brand as the fi rst thing that comes to someone’s mind when your organization is mentioned. A succinct and well constructed brand is like a formal introduction. People will know who you are and what you are about before you even contact them to ask for a contribution.


The key to boosting your fund- raising campaigns is being able to get both non-participating alumni as well as people who have no af- fi liation with your organization to get involved. You are competing with hundreds of worthy charities for the same pool of money, so why not make your brand your competi- tive edge?


Here are seven steps you must take in order to build or improve your athletic department’s brand:


baseball hats differ from the em- blem on the volleyball uniforms? Pick one and make it universal for all sports. Also, many schools use multiple color schemes. Make an effort to consolidate down to one scheme. The goal is to have your logo instantly recognized by any- one who sees it. You want to make sure the outstanding effort of your student-athletes is being attributed


1 42 May/June 2013


Streamline your logo. Does the school emblem on the


By Charles Welde, Oklahoma City


back to your school and the hard work of your staff.


Defi ne your organization. Every coach has their core values, but evaluate whether they are consistent from sport to sport. An athletic department with a mis- sion statement is not only defi n- ing its brand but is also helping maintain professional consistency among the coaching staffs. Even a one sentence prime directive can lend continuity to the organization.


2


“If you are not hiring coaches with social media skills, then arrange training sessions for them to


maximize use of this tool ...”


If a phrase like “service style of leadership” comes up in an inter- view with the football coach, then again in a newspaper article about the women’s basketball coach, and again in a sound bite form the ath- letic director, it resonates with peo- ple. Your consistent message will begin to defi ne your organization and shape how people think and talk about you.


3


Represent your brand. Once you have streamlined and de-


fi ned your brand it is crucial that you understand that each of your stu- dent-athletes will add to or detract from your brand’s value anytime they are representing your organiza- tion. Unruly behavior can quickly undo months of brand building. Consider having two punishment scales where, if a student-athlete is misbehaving as a representative of the program, the punishment is more severe.


If athletes misbehave during a contest, use it as an opportunity to show your commitment to your core values. Write an apology let- ter to the local paper or to the op- posing team. Coaches who carry themselves in an unprofessional manner make building your brand exponentially harder. Consider prohibiting coaches and adminis- trators from wearing school colors at bars or other locations that may have negative connotations.


coaches are quick to get out in the community, but what about when it’s not time to solicit donations? Getting involved with your cham- ber of commerce, the local rotary club and charities is a great way to position your brand and tap into some word-of-mouth marketing. By participating in these types of events, coaches and adminis- trators have the ability to position their brand directly with decision makers and policy makers. If be- ing a strong networker is not a job requirement for your coaches, con- sider having a training session to


4 coachad.com


Network—get involved. When it’s fundraising time,


Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24  |  Page 25  |  Page 26  |  Page 27  |  Page 28  |  Page 29  |  Page 30  |  Page 31  |  Page 32  |  Page 33  |  Page 34  |  Page 35  |  Page 36  |  Page 37  |  Page 38  |  Page 39  |  Page 40  |  Page 41  |  Page 42  |  Page 43  |  Page 44  |  Page 45  |  Page 46  |  Page 47  |  Page 48  |  Page 49  |  Page 50  |  Page 51  |  Page 52  |  Page 53  |  Page 54  |  Page 55  |  Page 56  |  Page 57  |  Page 58