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Praise for MANAGING THE NEW CUSTOMER RELATIONSHIP “Gordon delivers an impressive synthesis of the newest methods for engaging customers in relationships that last. No organization today can succeed without the mastery of customer relationship management strategy fundamentals. But to win in the decades ahead, you must also understand and capitalize on the rapidly evolving social computing, mobility and customer analytics technologies described in this book. Checklists, self-assessments and graphical frameworks deliver pragmatic value for the practicing manager.” — William Band, Vice-President, Principal Analyst, Forrester Research Inc., Cambridge, MA “A very comprehensive and practical book on managing relationships with existing customers in the age of social media! I particularly enjoyed reading chapters on teaching customers new behaviors, which were illustrated by excellent case studies.” — Jagdish N. Sheth, Ph.D. , Charles H. Kellstadt Professor of Marketing, Emory University, Atlanta, GA “The strategic breadth and depth of this book is impressive as Gordon explores the new customer and how to plan and manage the new customer relationship. I found his review of strategies, techniques and technologies for social, mobile, mass customization and customer analytics to be particularly insightful. Gordon urges marketers to live and breathe one-through-one marketing and to master social engagement techniques. The checklists, cases and examples make the content grounded and actionable. This is an important, current and detailed book to which every organization should pay close attention to improve customer relationships and create shareholder value.” — Marcus Ruebsam, Vice-President, Line-of-Business Marketing Solutions, SAP AG, Walldorf, Germany “There are many books on CRM, but I recommend this one because Gordon’s book does what others do not. He considers CRM strategy and evolves it to recognize a new customer, one who is always connected, socially available and influential. The book doesn’t just discuss many point solutions for specific marketing challenges; it integrates technology with strategy, people, process and customer analytics to develop relationships continuously. This book is a broad and deep exploration of CRM, providing practical, fact-based perspectives that every company can use to validate and rethink their customer and stakeholder relationships.” — Helmuth Cepeda, Small, Medium and Distribution Director, Microsoft Mexico, Mexico City, Mexico Marketing has changed fundamentally in the last few years and has become an entirely new discipline, one that focuses on a new customer and a new relationship, framed by new principles, strategies, processes, roles and tactics. Individual customers are economically targeted and served, and treated as segments of one rather than members of a target market. Word of mouth and recommendations are vital as customers influence one another more than a company can do within its own advertising or customer dialogs. Today’s customer is always online, accessible and connected. Now marketing is not only direct and customer-specific but a continuous process by which companies seek to engage customers and be progressively more relevant, attractive and valuable. This is the era of a new customer relationship—an individual relationship that is social, mobile and local, influenced by peers and shaped by cognitive, behavioural and social psychological principles. New techniques, processes and technologies transform what it means to implement marketing strategy and achieve improved business results. The new customer relationship requires that even those companies that have embraced customer relationship management ought to reassess their customer management. Now every marketing decision, whether online or in the physical world, whether of a technological nature, whether it affects customer experience, communications, dialogs, teaching or organizational memory, every decision should be seen through a single lens focused on the individual customers who matter most. Managing the New Customer Relationship provides a strategic and practical guide to help companies attract, develop, sustain and build more valuable relationships by: Expanding upon existing customer relationship management theories, concepts and methods to make these considerations more useful, strategic and contemporary Recognizing the profound importance of social media and how to plan customer engagement in the social context of each customer Exploring new technologies that offer new opportunities for engaging customers, including mobile, local, the cloud and customer analytics Demonstrating how to develop customer-specific understanding, predict what customers will want next, and how to manage each individual customer, and Offering perspectives to help the organization endure by focusing a chain of relationships on the end customer and creating meaning for stakeholders that can make relationships more intense and robust. Managing the New Customer Relationship is for organizations of all sizes in all industries, for private- and public-sector organizations and not-for-profits. In short, every organization can apply the new principles, strategies, techniques and technologies discussed here to recognize important marketplace changes, plan to improve relationship and financial results and capture new shareholder value from new customer relationships.

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Teaching is complex. But there are simple ideas we can enact to help our teaching be more effective. This book contains over 400 such ideas.The ideas come from two sources. First, from the wonderful guests on my Tips for Teachers podcast - education heavyweights such as Dylan Wiliam, Daisy Christodoulou and Tom Sherrington, as well as talented teachers who are not household names but have so much wisdom to share. Then there's what I have learned from working with amazing teachers and students in hundreds of schools around the world.Inside you will find 22 ideas to enhance mini-whiteboard use, 15 ideas to improve the start of your lesson, 14 ideas to help make Silent Teacher effective, seven ways to respond if a student says they don't know, and lots, lots more.Each idea can be implemented the very next time you step into a classroom. So, whatever your level of experience, subject or phase, there are plenty of ideas in this book to help take your teaching to the next level.Book contentsChapter 1: How to use this bookTip 1. How to use this book to improve your teachingTip 2. How to give yourself the best chance of making a lasting changeChapter 2: Habits and routines Why are habits and routines important? Tip 3. Eight ideas to help introduce a routineTip 4. Beware of the Valley of Latent PotentialTip 5. Two ideas to help a routine stickTip 6. Develop a set of high-value activity structuresTip 7. Six ideas to help establish positive norms in your classroomTip 8. Four types of words to consider removing from your teaching vocabularyChapter 3: The means of participationA challengeTip 9. Front-load the means of participationTip 10. Ten ideas to improve Cold CallTip 11. Eight reasons to strive for mass participation more frequentlyTip 12. Twenty-two ideas to improve the use of mini-whiteboardsTip 13. Five ideas to improve the use of voting systems Tip 14. Nine ideas to improve Call and ResponseTip 15. Fifteen ideas to improve Partner TalkTip 16. Six ideas to improve group workTip 17. Use the means of participation holy trinityTip 18. Never rely on a mental noteTip 19. The best tool for the long term might not be the best tool for nowChapter 4: Checking for understandingTip 20. Think of questions as a check for misunderstandingTip 21. Use the temptation to ask for self-report as a cue to ask a better questionTip 22. Lengthen wait times after asking a questionTip 23. Lengthen wait times after an answerTip 24. Ten types of questions to ask when checking for understandingTip 25. Try these three frameworks for learner-generated examplesTip 26. Three ways to use diagnostic questions to check for understandingTip 27. Provide scaffolds for verbal responsesTip 28. Six key times to check for understandingTip 29. Ten ideas to improve Exit TicketsTip 30. Pick the student least likely to knowTip 31. Start with whoever got 8 out of 10Tip 32. Ten ideas to help create a culture of errorTip 33. Three ideas to encourage students to ask questionsChapter 5: Responsive teachingTip 34. Trick your students to test if they really understandTip 35. Never round-upTip 36. Six ideas if a student says 'I don't know'Tip 37. What to do when some students understand and some don'tTip 38. What to do when some students still don't understandTip 39. How students can own and record classroom discussionsTip 40. Share students' work with the rest of the classChapter 6: PlanningTip 41. Seven ideas to improve a scheme of workTip 42. Six ideas to help start the planning processTip 43. Plan to do less, but betterTip 44. Ask yourself: 'What are my students likely to be thinking about?'Tip 45. Write out ideal student responsesTip 46. Four ideas to help you plan for and respond to errorsTip 47. Two ideas to help teachers engage in Deep Work Tip 48. Aim to close the loop when sending an emailChapter 7: Prior knowledgeTip 49. Plan relevant prior knowledgeTip 50. Prioritise relevant prior knowledgeTip 51. Assess relevant prior knowledgeTip 52. Respond to prior knowledge assessmentTip 53. Assess relevant prior knowledge for each idea, not for the whole sequenceChapter 8: Explanations, modelling and worked examplesTip 54. Five ideas to show students why what we are learning today mattersTip 55. Use related examples and non-examples to explain technical languageTip 56. Fourteen ideas to improve the explanation of a conceptTip 57. Teach decision making separatelyTip 58. Five ideas to improve our choice of examplesTip 59. Model techniques liveTip 60. Use a teacher worked-examples bookTip 61. Use student worked-examples booksTip 62. Make use of the power of Example-Problem PairsTip 63. Fourteen ideas to improve Silent TeacherTip 64. Use self-explanation prompts to help develop your students' understanding Tip 65. Six ideas to improve 'copy down the worked example'Tip 66. Vary the means of participation for the We DoTip 67. Three errors to avoid with the Your Turn questionsTip 68. Reflect after a worked exampleTip 69. Beware of seductive detailsChapter 9: Student practiceTip 70. Eight ideas to improve student practice timeTip 71. How to harness the hidden power of interleavingTip 72. Consider using Intelligent PracticeTip 73. Consider using 'no-number' questionsTip 74. Nine ideas to help you observe student work with a purposeTip 75. Occasionally let students do work in someone else's bookChapter 10: Memory and retrievalRetrieval opportunitiesTip 76. Show your students the Forgetting CurveTip 77. Show your students the path to high storage and retrieval strengthTip 78. Show your students the limits of working memoryTip 79. Show your students how long-term memory helps thinkingTip 80. Show your students that being familiar with something is not the same as knowing itTip 81. Ensure you provide retrieval opportunities for all contentTip 82. When designing retrieval opportunities, aim for 80%Tip 83. Vary the types of retrieval questions you askTip 84. Consider providing prompts and cues during retrieval opportunitiesTip 85. Get your students to assign confidence scores to their answersTip 86. Make corrections quizzableTip 87. Twenty-one ideas to improve your Low-Stakes QuizzesTip 88. Fifteen ideas to improve the Do NowTip 89. Consider using Trello to help organise the disorganisedChapter 11: Homework, marking and feedbackTip 90. Make homework feed into lessonsTip 91. Eight ideas to improve homeworkTip 92. Two things to check if homework or test scores are a surprise Tip 93. Be careful how you respond to 'silly' mistakesTip 94. Turn feedback into detective workTip 95. Consider recording verbal feedbackTip 96. Twelve ideas to improve whole-class feedbackChapter 12: Improving as a teacherTip 97. Find the expertise within your teamTip 98. Five different people to learn fromTip 99. Revisit education books and podcast episodesTip 100. Four things to consider when trying something newTip 101. Five ideas to help tackle the negativity radioTip 102. Consider slowing down your careerTip 103. Sixteen ideas to improve the delivery of CPD Tip 104. Micro tipsTip 105. If you want more tips...

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ONE FAMILY’S REVOLT AGAINST EVERYDAY POLLUTION When a beanbag sent thousands of polystyrene balls flying through her garden, Kate Hughes decided to make a break with the throwaway society. She and her husband transformed the lives of their ordinary family of four. They ditched plastic, shunned supermarkets, cooked all meals from scratch, bought only second-hand clothes, and made their own cleaning agents. Then they went deeper – greening every aspect of their home life, from their gas and electricity to their car, from their money to their IT. The Hugheses have achieved the ‘zero waste’ goal of sending nothing to landfill. Now they are going even further… Told with refreshing humility and humour, this eye-opening story shows that a well-lived life doesn’t have to come wrapped in plastic. Packed with handy tips, it reveals much about what makes a fulfilling modern family – and how readers can empower themselves to preserve the climate, forests and seas. And, heart-warmingly, how that can lead to a more relaxing life. Extract Cooking our own meals Wrestling out of the firm grip of the supermarkets has had other, unexpected benefits, too. It’s undoubtedly cheaper to cook from scratch, especially if you can batch cook and fill every available space in your oven to reduce energy costs. The need to become the more organised, list-writing type of shoppers has also helped dramatically cut our food waste. We’re lucky that we can and do buy our raw ingredients from small, independent retailers that source from nearby suppliers and growers and pass on our questions about sustainability, sometimes even with enthusiasm. But what we hadn’t anticipated were the indirect effects of a brand vacuum. If you ever pop round to ours and start randomly opening our kitchen cupboards, fridge or freezer they would probably remind you of a blind taste test or an episode of the BBC’s Eat Well for Less. There’s definitely food in there, but it’s all in label-less jars, paper bags or sometimes even sacks for bulk items like bread flour and oats. At first, visitors find the lack of familiar packaging quite unsettling. We get a lot of questions that start: ‘Is this proper/real/like…?’ as guests hold jars up to the light with badly disguised scepticism. On the plus side, our children now have zero pester power. We don’t need to navigate the snack shuffle at the supermarket checkout because they have no hope of deploying the ‘It’s not the one I like’ argument at mealtimes. Nor, for that matter, have the adults. ... But we were starting to realise that making the journey was leading to more questions than answers, more grey areas, misinformation and conflicts of interest than we ever imagined – and that was just about food. We hadn’t even got started on anything else that came into our home yet. Take a single, uncontroversial ingredient, let’s say peppers. Should we buy them grown in a UK hothouse or ones trucked in from Spain? What if the Spanish ones are organic? Or the only UK option is wrapped in plastic? Which is better for the environment? Or at least less harmful? If we ever want to eat peppers again without negatively impacting the planet in some way are we going to have to grow our own? Because self-sufficiency wasn’t really part of the plan.... All we could do was dive in and hope we didn’t drown in the detail as we swam around looking for food that worked for us and the planet. We started with the problem of transport because food mileage was a well established measure that meant we could actually make some decisions based on numbers for once. Or, at least, we thought we could. Three quarters of all the fruit and veg now eaten in the UK is imported. Almost all the fruit we eat has been grown overseas, and soft fruit in particular is flown in. It turns out that the UK only produces half of all the food that is consumed on these shores – which is somewhat patriotically disconcerting as well as practically unsustainable. Global sourcing is not a new approach to feeding a nation. One of our family stories is the recollection of the first banana my great uncle ever tasted after the Second World War, shipped from the other side of the world and unloaded onto the Liverpool docks. We were very aware that bananas came from overseas. But the fact that such a vast proportion of the apples eaten in Britain are imported from South Africa, or at best France, when the fruit grows very well in the miles of orchards you can see from the motorway near our house seemed to be absurd. The obvious solution appeared to be only to buy food produced not just in the UK but as close to our immediate vicinity as possible. That immediately threw up two questions. The first we were becoming increasingly familiar with. Were we really prepared to give up things we took great pleasure in for the sake of an unquantifiable, but undoubtedly minuscule effect? Or even just to settle for not adding to the runaway levels of damage that our disconnected food shop was causing each and every day? We are children of the 90s. We grew up safe in the knowledge that the world’s produce was at our fingertips at any time of the year. When we were kids, cuisine was regularly valued on the exoticism of its ingredients. Even if your palate was resolutely British, a Sunday roast at an ageing auntie’s always included the smug mention that the family was consuming lamb imported from the other side of the world. Even in our twenties, the craze for exotic bottled water shipped, plastic encased, in vast quantities from tropical islands thousands of miles away, packed a serious economic punch. And then there’s the avocado – a native of Mexico and now all but a dictionary definition of the British Millennial. We had come of age and then brought our children into the world on the assumption that it was normal to buy exotic food cheaply all year round. Things were clearly going to have to change, starting with my obsession with avocado on toast. But the second question was whether a straightforward food mile approach was even a worthwhile aim. When I put the question of food miles to Riverford Organic Farmers, the sustainably produced veg box people, they told me that for most of the year our carbon impact would be smaller if we bought organic tomatoes trucked in from Spain than those heated thanks to fossil fuels in a UK hothouse. That means the answer has to be to eat food grown in the UK at the time of year it is traditionally produced. We finally arrived at a robust solution – seasonal, native eating. Buy the book to find out how they tackled this!

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