Fit-for-purpose ‘freebies’
Pens, memory sticks, stress balls, scratchcards, mugs, coasters, mousemats, calculators, puzzles, key-rings … the list of promotional freebies is potentially endless. How can you ensure that these promotional items are ‘fit for purpose’ and don’t just become something that ends up at the back of the drawer?
Choosing promotional ‘freebies’
- Link your promotional item to your project’s theme. E.g. if you are offering a learning and well-being initiative, consider a stress ball or a set of juggling balls. (Did you know that Juggling has been found to be an ideal exercise for your brain? Learn more by visiting www.businessballs.com/juggle.htm)
- What learning might be gained from your freebie? For example, scratchcards can be used as a learning tool, as can puzzles
- Consider linking additional information to the freebie on offer, e.g. a presentation with a branded memory stick
- Ask yourself if the freebie is useful and fit for the working environment: while many people would love a mousemat, does everyone have a computer where they could use it, for example?
As with any element of your marketing strategy, make sure you are clear on what you are hoping to achieve by offering the freebie. What do you want learners to do as a result of receiving their free item? Is it just to raise awareness of your project – in which case a branded item with a website or contact number would be fit for purpose – or are you hoping that it will encourage people to sign up for learning? If it’s the latter, a personal approach may be more appropriate.
You may find it useful to write a promotional strategy based on the AIDA (awareness, interest, desire and action) communication model which marketing professionals use to sell their product:
When you first launch your project or learning offer, the first goal is to grab attention, so make sure you get your project off to a confident start.
Once you have grabbed attention, you want to hold interest, by clearly stating the benefits your project has to offer and giving people a taste of the exciting learning that will be available.
The third stage is desire. How can you make your project desirable to learners? Offering a learning taster is one possible way.
The final stage is the action. This equates to getting learners to engage with your project by taking part. If you’ve been successful with your strategy, then this should be your end result.
