| Your employees should know your Brand--what you | | | | Achievers set. The Achievers must intimately |
| stand for. We've written on this before, but it is just a | | | | understand what your company's Brand |
| vital concept for small business success. As we | | | | represents--they need to also recognize that this |
| discussed in an earlier article, following process and | | | | knowledge can help them make a decision. |
| procedures is important, staff training is a must, but | | | | It sounds basic, but your customers' impression of |
| there comes a time when you must trust you | | | | what your Brand is--what your company stands |
| employees "in the field" to do what is right and make a | | | | for--will be far more influenced by what your staff |
| decision on their own that is in accord with what the | | | | does during a tough situation than through all your |
| company brand stands for. | | | | advertising. This is especially true for a small business |
| It's at this critical point that their training in proper | | | | on a limited marketing budget. |
| procedures is most helpful, but sometimes they are | | | | When customers and staff agree on what your Brand |
| faced with questions outside of strict training or | | | | means, then you can trust that decisions your staff |
| procedural guidelines. Here they need to make the right | | | | makes will truly be in the best interest of the company. |
| decision--for the customer and the company. It's at | | | | Will those staff decisions be exactly what you would |
| these junctures that a solid working knowledge of | | | | do? No, but they'll be close enough. |
| what the company stands for can help them make | | | | Occasionally they will even be better. |
| the best choice. | | | | Remember: Brand (who you are) + Package (your |
| And understanding the company brand starts with | | | | Face to the Customer) + People (customers and |
| your Achievers. | | | | employees) = Marketing Success. |
| Your junior staff will follow the example they see the | | | | |