| This is the second in a series about recruiting | | | | like a conversation rather than an interrogation |
| students. In this article and the future articles, we | | | | and include questions about the parent's |
| assume that the marketing effort, reputation, and | | | | background (Did they attend Christian schools for |
| word of mouth (parent and other referral | | | | instance?) and experiences as well as the child's |
| sources) are causing families to investigate | | | | strengths and likes (shows you care about them |
| enrollment. Our thoughts on marketing, reputation, | | | | and their child as people) |
| and generating word of mouth will appear in | | | | Prepare short stories (a short paragraph delivered |
| future articles. | | | | verbally) about current or past students (without |
| For simplification, let us assume a prospective | | | | names) who had a similar experience or need |
| family has arrived at the school. Most parochial | | | | (shows you understand their specific concerns) |
| schools are proud of their family atmosphere so it | | | | Be prepared to share a little about yourself |
| is easy to assume the family will receive a warm | | | | related to the topic as the conversation |
| greeting. This is true whether it is a call, arriving | | | | progresses (exposing yourself demonstrates that |
| for an appointment, or making an unscheduled | | | | you trust them and makes it easier for them to |
| visit. | | | | trust you) |
| Starting with a warm professional relationship will | | | | Talk only about the parts of the school that are |
| help create a sense comfort. It will also help build | | | | important to the parents. Other parents will be |
| a level of trust. The trust will help them talk more | | | | interested in other strengths. Keeping the |
| candidly about their needs and expectations. | | | | conversation focused on their concerns |
| Most sales people agree that people buy (from | | | | demonstrates how much you care about what is |
| now on we will refer to this as enroll) because of | | | | important to the family. |
| the relationship they have with the representative. | | | | The last step is to take them on a tour and |
| Friendship is one of the potential attributes of a | | | | identify the elements of the school that address |
| relationship. While establishing a friendship is great, | | | | their concerns, questions, and comments |
| if it happens, it is a minor part of the process. | | | | Their child will become your student if the parents |
| The critical part is creating a relationship. | | | | feel you truly understand their needs, are |
| Relationships form because of what we know | | | | trustworthy, and care about them and their child. |
| about each other, how much we trust each | | | | It is helping the family make an informed decision |
| other, and how much we care about and | | | | rather than selling. It is all about understanding |
| understand each other. How will you convey your | | | | expectations, aligning needs and wants with |
| trust, caring, and understanding while collecting the | | | | available services, and opening a trustworthy |
| information you need to know and conveying the | | | | communications path. |
| information they want? | | | | With a strong pre-enrollment process, retention is |
| Next Step: | | | | higher and attrition is lower. Sustainability is also |
| Prepare the interview questions so that it seems | | | | improved. |