Institutional Communication Plan for PAREF Southridge School

Rationale 

PAREF Southridge School, an exclusive school for the boys, is located in Muntinlupa City, Philippines. Founded in 1979, the school offers elementary and secondary education for boys which features values-based formation, fidelity to the Catholic Church doctrines, and home and school collaboration. Also, the school is inspired by the teachings of St. Josemaria Escriva, founder of Opus Dei.

Despite its unique education offers and longevity, the School still confronts a difficulty in attracting enrollees. The School’s marketing plan (2009) reveals that the enrollment figures have been declining and the school has not been meeting its expected numbers. This report poses a huge challenge for the school. Consequently, if the figure continues, this could lead to detrimental consequences for the School. Worst, it can drive to a major setback that may impede the school’s operations.

Furthermore, based on the communication audit conducted by the planner (2018), the School's hindrances are: (1) from the viewpoint of the general public, the School is not fully well-known in comparison with other similar top-tier schools; and (2) stakeholders do not have a convenient access to sufficient information that matter to them about the School. It is indispensable therefore to review and improve its communication activities and to formally create a Communication Management Office.

Communication is a process of knowledge transfer and shared understanding between senders (Keyton, 2011). When the School effectively transmits information to its stakeholders and they receive the same understanding, communication takes place. When such continually to occur, School could have a higher chance to thrive, bolster credibility, and improve its stakeholder relationship. The aim, hence, is less ambiguity and misconception regarding its communication; the path must virtually drive toward mutual understanding.

By placing communication with prime importance, PAREF Southridge School could successfully meet the increasing demands for information from parents, prospective parents, students, and other stakeholders. Hence, communication can definitely be of aid to the School when achieving its goals and various undertakings.

The effectiveness of school contact – whether knowledge is shared or not, what was communicated, how it was communicated and from who communicated it – can be traced straight away to many issues inside and outside schools. (New Zealand Ministry of Education, n.d.). By the same token, the cited School problems can be frankly traced in its ineffective communication.

Institutional theory states that many of the practices of the school that are supposed to encourage effectiveness are simply carried out in order to achieve environmental credibility (Scott, 2014). The school strengthens environmental support and capital flux and improves its survival chances by following the operational rules, standards and environment philosophy (Tubin & Klein, 2007). A school works because everybody accepts that it's a school; if no one believes it to be a school irrespective of its educational or socialization performance, then it fails (Meyer, Scott, & Deal, as cited in Harris, 2013). It is crucial, therefore, for a school to take into consideration the wider community, because if not, the school will soon see itself deteriorating, and later gradually dying.

Since the School is situated in a larger social system, it must not act like a tower of ivory, and should regard that environment influences and are influenced by the School. Deetz (as cited in Griffin, 2011) asserts that "managers can further an organization’s health by coordinating stakeholder participation in decisions." School leaders can fulfill their social accountability as they value communication, driving to the advancement of School’s welfare and democracy. In conclusion, paying attention to, and managing, the School’s communication has a powerful impact on the relationship with its ecology, sustainability and performance.

Introduction

This document describes the Institutional Communication Plan for PAREF Southridge School, providing details on the strategies that shall ensure awareness and high visibility of the activities carried out by the School. Nonetheless, a communication plan is only a plan. It should be dynamic and must not be viewed as an ultimate document. It should be revised and adapted as objectives are accomplished and new communication challenges emerge. 

Communication Audit 

A communication audit of the external stakeholders of PAREF Southridge School provides an indispensable foundation to analyze and improve School communications. This audit gives stakeholders’ attitudes, beliefs, and other related information. And it all starts with a research. 

External Stakeholders’ Survey

The external stakeholders’ survey was communicated online, from September 24 to 25 of 2018 to 65 participants. The participants were the general public. They were not involved in the operations of the school. Chiefly, they were outside Muntinlupa City. Respondents’ locations ranged from, but not limited to, Taguig City, Paranaque City, Quezon City, Cavite, Tarlac, Laguna, and Batangas. 

Among those surveyed, 46% were men and 54% were women. 38% were students, while 40% were already working. 17% were Muntinlupa residents, whereas 83% resided outside Muntinlupa.

Knowledge. Almost 70% of the participants did not know the school, but there were at least 30% who were somewhat or very familiar. Surprisingly, we are not on their radar; the general public does not know about PAREF Southridge School.

Reputation. Majority of the participants were uncertain about the reputation of the school. This paints a picture of the general public being unknowledgeable of school’s honor and esteem.

Familiarity. Among those who answered that they were somewhat or fully familiar with PAREF Southridge School (n=20), their awareness of school’s existence was through word-of-mouth. Therefore, person-to-person conversation about the school is the medium where the general public learns about the school.

Association. Among those who answered that they were somewhat or fully familiar with PAREF Southridge School (n=20), majority of the participants (70%) stated that they associate the school with all-boys, and exclusive. Meanwhile, 30% said that they associate the school with Catholic education and values. The general public predominantly links the school with its type of schooling.

Social Media Survey 

This Social Media Survey was conducted on October 2, 2018. The communication planner visited various social networking platforms, namely Facebook, Twitter, and Youtube to collate the number of likes, tweets, followers, subscribers, and other related information. The aim of this survey is to compare the social media statistics of top-tier schools with PAREF Southridge School.

Generally, PAREF Southridge School falls behind on social networking sites in comparison with other top-tier schools. The School has the lowest Facebook page likes; Twitter tweets and followers; and Youtube uploaded videos and channel subscribers. This, in essence, paints an image of weak online presence of the School.

Intended Audiences

Communication tactics and activities described in this Communication Plan are designed to address the following audiences:

Internal Stakeholders

o Parents for Education (PAREF) 

o Management Committee

o Operations Committees

o Teachers of School Units

 Grade School Unit

 High School Unit

 Afternoon School Unit

o Subject Development Officers

o Guidance Counselors

o School Doctors and Nurses

o Priests

o Support Staff 

 Clerical

 Maintenance

 Food service

 Transportation

 

External Stakeholders

o Parents and Families

o Alumni

o Students

o Local Government Unit

o Business Partners

o Foundations

o Non-Government Organizations

o Youth Organizations 

o PAREF Schools

o Public Schools

o Private Schools

o Churches

o Community leaders

o Law enforcement representatives

o Retired staff

o Department of Education

o Universities

o Media

Communication Goals

Creating a school image

PAREF Southridge School is perceived as an experienced and dynamic school which meets national and international standards. 

Develop a culture of communication 

PAREF Southridge School speaks with one clear voice to its stakeholders.

Promoting social responsibility and public image

PAREF Southridge School is perceived an institution which helps to solve environmental and societal issues.

Communication Objectives

Creating a school image: PAREF Southridge School is perceived as transparent and credible school which meets national and international standards. 

1. Continue with electronic communication tools to provide information for all stakeholders.

a. Contain the school’s official website, www.southridge.edu.ph, a clear and comprehensive source of information about the school, and its curricula, policies, events and operations. Undergo a major site update and redesigning quarterly, considering the search engine optimization, parents’ digital dexterity, and convenience in searching information.

b. Utilize Youtube, a video sharing website, to chronicle, disseminate, and archive school information. Use it to live stream events, and to post school happening ranging from, but not limited to, sports events, faculty development seminars, and mass sponsorship.

c. Use Twitter to share short messages. Since it is difficult to share lengthy and complex messages on this platform, use it to share a link to the school's website with detailed information, instead.

d. Utilize Facebook, the widely used social networking platform, to share snippets of good news stories, achievements, celebrations and reminders. Further, a certain post, if shared by many, can lead to being viral.

e. Use Instagram, a popular social media platform, to share news and achievements about the school.

f. Utilize Pinterest, an explosive social network, to share content in a visual format.

g. Use LinkedIn, a professional social networking site, to share information about the school, especially in relation to job postings, and successful school performance and achievements. 

h. Create a Blogspot to share anecdotes and stories of success of faculty, student, and other staff. Use it also for sharing testimonials.

i. Add details about the school’s achievements, alumni, and other information on Wikipedia.

j. Reply to stakeholders to social networking sites when asked about basic questions for clarification, or conveying suggestions. However, complex queries or ideas may be better expressed using email, telephone conversation, or correspondences.

k. When the website is hacked or updating, causing it not to temporarily function, the school should have a contingency or a backup website. The link should be shared to the stakeholders online.

2. Accredit and affiliate the school to bolster its credibility and validate quality.

a. Apply the school to national accrediting agencies such as Philippine Accrediting Association of Schools, Colleges and Universities (PAASCU); Philippine Association of Private Schools, Colleges and Universities (PAPSCU); and Catholic Educational Association of the Philippines (CEAP).

b. Certify the school to international accrediting agencies such as International Organization for Standardization (ISO).

c. Certify the student organizations to National Youth Commission (NYC)-Youth Organization Registration Program (YORP).

d. Affiliate the school with various academic, sports, religious, and other institutions (local, national and international). This ranges from, but not limited to, Ateneo de Manila University, United Nations Educational Scientific and Cultural Organization (UNESCO), and National Museum of Natural History.

e. Make the school affiliated through consortium, collaborative projects, and joint 

research with other institutions.

Develop a culture of communication: PAREF Southridge School speaks with one clear voice to its stakeholders.

1. Establish Communication Management Office (CMO) as the official communication arm of the school, which communes the vision, mission, and other information to stakeholders.

a. Install Creative Media Services as a unit of CMO to capture and promote all important events and accomplishments of the school through multimedia, film, photo, and audio-visual production.

b. Install Media Relations Services as a unit of CMO to establish linkage and good working relations with people in media, and to widen media interests through publishing school advocacies and achievements.

c. Install Research and Development as a unit of CMO to investigate attitudes and viewpoints of stakeholders in order to monitor quality service it provides; consequently, the information retrieved shall be used to respond to varied needs, and as a basis for development measures. 

d. Staff the CMO to meet the needs to the school system and expectations of stakeholders. The jobs, range from, but not limited to: 

i. Chief Communication Management Officer, 

ii. Creative Media Services Officer, 

iii. Media Relations Services Officer, 

iv. Research and Development Officer, 

v. Videographer/Editor, 

vi. Layout and Graphic Artist, 

vii. Social Media and Website Administrator, 

viii. Crisis Communications Officer, and 

ix. Public Relations Officer.

2. Collaborate with different offices concerned in the communication procedures and undertakings.

3. Facilitate the dissemination of information through formalizing and documenting policies.

4. Distribute the School’s organizational charts to all employees showing decision-making process and accountability structure.

5. Focus on an “employee first” method of communication.  

a. Develop standards and expectations for employee communication. 

b. Involve employees in decisions that impact them. 

c. Provide more information on issues affecting the school system.

d. Use employee orientation to emphasize the role of personnel as ambassadors.

6. Coordinate with other offices in crafting plans for the school

a. Propose an Emergency Operations Plan, indicating the planning, prevention, procedures, assignment of responsibilities and other related information when untoward incidents such as flood, severe storm, earthquake, fire, chemical, intrusion, civil disturbance, terrorism happened.

b. Propose a Crisis Communication Plan, indicating the planning, prevention, procedures, assignment of responsibilities and other related information when a monumental mistake, scandal or any major negative occurrence happened that could create a negative outcome for the organization. Sample crises range from, but not limited to, dangerous animal on campus, kidnapping of child, assault, bomb threat, chemical hazard, field trip incident, classroom accident, hostage situation, and utility problem.

c. Propose a Psychological Communication Plan, indicating the planning, prevention, procedures, assignment of responsibilities and other related information when suicidal attempt, drug addiction, and other related cases happen.

7. Display the vision and mission of the school in the front of the main building where the guests can easily it. Through this, employees can be reminded of the school’s guiding light, and the newcomers will be informed.

8. Formulate a Policy Quality Statement to be posted on certain areas.

9. Create mini-videos to communicate the identity and history of PAREF Southridge

a. What is PAREF?

b. Is PAREF Southridge a Catholic school?

c. Is PAREF Southridge connected with Opus Dei?

d. What is the history of PAREF Southridge?

e. Why PAREF Southridge is only for boys?

f. What is the mission of Southridge?

g. How does it feel to be a Southridge student?

h. Why Southridge is fun?

i. What is unique at Southridge?

j. Why I choose Southridge?

k. Why I dedicate myself to Southridge? (For teachers and staff)

l. What did I learn from Southridge?

m. What are the facilities of Southridge?

10. Using the schoolwide theme for this year as a screensaver on desktop computers in the faculties.

11. Uploading the school files that can be used for public consumption on school website such as the digital version of the yearbook, ADAS memoranda, annual reports, school publications, student handbook, mentoring guide, organizational chart, telephone number of different offices, and other resources for teachers, parents, and students. It would be better if they are placed in a certain category named Downloadables.

12. Share online topics such as history of the school, teacher experiences, student life, welcoming remarks of the officers, parents' experiences, alumni's gratitude statements, and etc.

13.Make the School and other related information searchable on Google, Yahoo, Alexa, and other search engines.

14. Create official hashtags with certain functions online.

a. #ShoutoutSouthridge for the achievements of faculty, students and staff

b. #ThrowbackThursday for trivia/ history about Southridge

c. #AmazingMonday for motivational quotes about education

d. #TeachTuesday for teaching techniques and parenting tips

Promoting social responsibility and public image: PAREF Southridge School is perceived an institution which helps to solve environmental and societal issues.

1. Begin conversations with community members.

a. Provide school representation for community-led meetings such as youth gatherings, professional meetings, business partnerships and senior citizen groups.

b. Develop an engagement schedule to connect with parents, government officials and community members.

2. Encourage employees (teachers and staff), principals and other administrators to become more active in local civic and service organizations.

3. Develop videos and documents of the school regarding its stand or cooperation on:

a. Framework for 21st Century Learning 

b. Global Citizenship

c. Sustainable Development Goals

d. 2030: Incheon Declaration and Framework for Action toward inclusive and equitable quality education and lifelong learning for all

e. Qingdao Declaration on Information and Communication Technologies (ICT) in education

f. and other local, national, and international frameworks

4. Develop mini-videos in celebration of:

a. World Teachers’ Day

b. Christmas Day

c. Mental Health Awareness Month

d. Rizal Day

e. and other celebrations, and advocacies 

5. Document different activities of Southridge and post them online such as:

a. Outreach program

b. Exchange program

c. Sports events

d. and other newsworthy events

Communication Strategies

The communication strategies will be carried out by use of various communication tools, channels and activities, all further described in this document. The activities include:

1. Website updating

2. Editing of press releases and publication of articles

3. Organization of and participation at conferences and other events

4. Liaison with other relevant initiatives

5. Social media updates and network building

6. Production of printed and online materials

7. Face-to-face meetings

Monitoring and Evaluation

The following resources will be utilized to evaluate and measure the effectiveness of this Communication Plan.  

1. SURVEYS/ INTERVIEWS

a. Community survey 

b. Parent survey 

c. Employee survey 

d. Student survey

e. Advisory group survey

2. MONITOR COMMUNITY FEEDBACK

a. Advisory groups share information from the community

3. MONITOR MEDIA HITS

4. ANALYTICS

a. Google Analytics (www.google.com/analytics) 

b. Wordtracker.com (www.wordtracker.com) 

c. Klout (www.klout.com),

d. Twitalyzer (www.twitalyzer.com), and

e. Social Media Statistics

5. WEBSITE ANALYTICS

References

Griffin, E. (2011). A first look at communication theory. New York: McGraw-Hill.

Harris, M. (2013). Understanding Institutional Diversity in American Higher Education: ASHE Higher Education Report, 39: 3. New York: John Wiley & Sons.

Keyton, J. (2011). Communication and organizational culture: A key to understanding work experiences. California: Sage.

National School Public Relations Association. (2015). NSPRA’s communication audit report for Lake Washington School District. https://www.lwsd.org/ uploaded/Website/Community/Committees_and_Task_Forces/School-Home-Communications/LWSD-Communication-Audit-Report.pdf

New Zealand Ministry of Education (n.d.). Effective communications. http://www.educationalleaders.govt.nz/ Managing-your-school/Guides-for-managing-your-school/Effective-communications

PAREF Southridge Marketing Office. (2009). Marketing plan proposal. Muntinlupa City: PAREF Southridge School. 

Scott, W. R. (2004). Institutional theory. Encyclopedia of Social Theory, 11, 408-414.

Tubin, D., & Klein, S. (2007). Designing a school website: Contents, structure, and responsiveness. Planning and Changing, 38, 191-207.