Milpark Education | Student Recruitment Academy

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Design

Blueprint

Home

Welcome to the Student Recruitment Academy

The homepage of the LMS will include a video from Zainab to contextualise the training programme. This will essentially explain the ‘why’ of their training prior to beginning Module 1.

Module 1: Your Sales Career

Module overview

Module 1 will provide an introduction to the training programme and the cohort. Learners will also have the opportunity to reflect on their career goals and their current mastery of the key sales competencies.

Learning outcomes

Module-level:

Orient yourself within the training programme.

Identify short-term and long-term goals for your Milpark career.

Module content

Lesson

Section

Content type

Activity description

Learning time

Learning outcomes

Gradebook

Completion criteria

Important links

Developed content link

1. Getting oriented

Video (screencast)

A screencast that explains how the learner can navigate the LMS, with a note that it is the same LMS Milpark students use.

LO1

Viewed

Core

2. Your career at Milpark

2.1 Your profile

Text and graphics

A prompt to set up their profile in the LMS. This will essentially include a photo and bio.

LO1

Viewed

Core

2.2 Milpark career paths

Video (talking head)

An explanation of the different roles within the sales team and therefore possible career paths.

LO1

LO2

Viewed

Core

2.3 Core competency rating

Ungraded quiz

A Likert scale of the KPIs for their role, which learners will use to asses where their current skills and competencies lie ahead of goal-setting.

LO2

Ungraded

Core

2.4 Goal-setting

Reflective journal

The learner will identify their own professional goals (SMART framework) relating to sales and Milpark.

Write two long-term goals and two short-term goals for your sales career at Milpark. What do you want to achieve? What do you need to improve?

LO2

Ungraded

Core

3. Your training journey

3.1 Academy overview

Prezi

A graphic representation of the training programme that the learner can zoom in and out of.

LO1

Viewed

Core

3.2 Assessments

Text and graphics

An explanation of the ways in which the learner will be assessed throughout the course — formative and summative.

LO1

Viewed

Core

3.3 Achievement badges

Infographic

An infographic that explains how the badges work, each one’s acceptance criteria, incentives and the leaderboard (mechanism for gamification and competition within the cohort).

LO1

Viewed

Core

4. Your teammates

4.1 Introduce yourself

Text and graphics

On the LMS, this will be instructions to record themselves in an introduction video. This will not be an activity hosted on the LMS though, as learners will send this recording to be added to the living organogram.

LO1

Attended

Core

4.2 Meet the team

Prezi

A living organogram that includes the introduction videos filmed by learners and other Milpark staff that is part of the SR team or that they will interact with.

LO1

Viewed

Core

There are no rows in this table

⁠

Module 2: The Milpark Ecosystem (Prototype)

Module overview

Module 2 is focused on providing the student recruitment team with more information about Milpark as an institution. Employees will explore Milpark’s history and it’s current position in the education market. They will learn about Milpark’s values of Care, Learn, Strive and Real as they relate to the sales team. They will review the different customer personas for the business, as well as the customer experience (CX) roadmap, focusing on customer touch points and engagement with the student recruitment team. Lastly, they will examine the higher education landscape that governs Milpark (CHE, DHET and SAQA).

Learning outcomes

Exit-level:

Identify the educational and regulatory context within which Milpark operates.

Module-level:

Locate Milpark within the context of the current higher education landscape.

Identify the main regulatory players in the higher education landscape.

Relate Milpark’s values to their applications in the Student Recruitment team and Milpark workspace.

Module content

Lesson

Section

Content type

Content description

Learning time

Learning outcomes

Developmental areas

Gradebook

Completion criteria

Important links

Developed content link

1. Introduction

Text and graphics

An introduction to the module’s theme and why it is important to the sales team, as well as any assessments/activities that are coming up.

Viewed

Core

2. Introducing Milpark Education

2.1 Our history

Infographic

An overview of Milpark’s history, including its transition from Milpark Business School to an umbrella academy with four schools, the type of industries it has focused on and its achievements.

LO1

Cognitive

Viewed

Core

2.2 Our present

Video (talking head)

A video from the Milpark executive that the sales function falls under, explaining the current market position of Milpark, its USP, and the role of the sales team. This will emphasise the ‘why’ behind the present so that learners feel confident in understanding and representing Milpark.

LO1

Cognitive

Viewed

Core

3. Our values and behaviours

3.1 The Milpark values

Video (talking head)

An explanation of the four Milpark values (Care, Learn, Strive, Real) and how they play out in sales.

LO3

Socio-emotional

Behavioural

Viewed

Core

3.2 Living out the values

Reflective journal

An opportunity for learners to consider how to apply the Milpark values to a sales call.

Now that you have learnt about Milpark’s values, let’s take a moment to consider how they would apply to the sales environment.

Imagine that you are conducting a sales call with a prospective student. Write a brief explanation of how you would weave each of Milpark’s values into your discussion. How can you communicate these values? How would that change the tone of the discussion?

LO3

Socio-emotional

Behavioural

Attended

Core

4. Milpark’s customers

4.1 Customer personas

Text and graphics

An outline of Milpark’s customer personas (card format).

LO1

Cognitive

Socio-emotional

Viewed

Core

4.2 Customer roadmap

Infographic

A graphic representation of the customer roadmap — i.e. where and when the customer interacts with the sales team, therefore highlighting the sales process.

LO1

Cognitive

Socio-emotional

Viewed

Core

5. The higher education landscape

Interactive infographic

An overview of the CHE, DHET and SAQA, as well as how they play a role in Milpark’s qualifications. This will also include the other professional regulatory bodies that either accredit qualifications or license graduates — including SAICA, SAIPA, FPISA, SABPP and so forth.

LO2

Cognitive

Viewed

Core

6. Earn your Ecosystem badge

Graded quiz

An MCQ that tests the learners’ understanding (and potentially application) of the content on Milpark’s ecosystem.

LO1

LO2

LO3

Cognitive

Behavioural

Graded

Core

7. Module wrap-up

Online group discussion

A brief overview of what was covered in this module, followed by an opportunity for the learner to explain what they found most interesting and their own insights into the topics.

Take a moment to think back on the content we covered in this module. What did you enjoy the most, and why? Was there anything you found of particular value? What is the take home message for you?

LO1

LO2

LO3

Attended

Core

There are no rows in this table

120

⁠

Module 3: Student Recruitment Tools of the Trade

Module overview

Module 3 encompasses the systems knowledge for the Student Recruitment team. This will cover the software, systems and tools that team members would use in their work, as well as the various SOPs at the various stages of a student’s life cycle (leads, pending applications, admissions and registrations). Learners will also learn about the current outbound campaigns for student recruitment.

Learning outcomes

Exit-level:

Operate the required digital systems effectively and in line with Milpark’s standard operating procedures (SOPs).

Module-level:

Situate the inter-departmental processes involved in recruiting, admitting and registering students and understand the systems and tools used at each stage.

Describe the use cases for Milpark’s software, including Microsoft Suite and SAM.

Practice the internal processes related to Milpark student affairs.

Module content

Lesson

Section

Content type

Content description

Learning time

Learning outcomes

Developmental areas

Gradebook

Completion criteria

Important links

Developed content link

1. Introduction

Text and graphics

An introduction to the module’s theme and why it is important to the sales team, as well as any assessments/activities that are coming up.

Viewed

Core

2. Navigating the sales process

2.1 Managing and converting leads

Video (screencast)

A guided explanation of outbound campaigns to generate leads (and why the source of the lead is important), how to manage leads and the two outcomes of this stage (admission application or pending admission application), including the software used.

LO1

LO2

Cognitive

Socio-emotional

Behavioural

Viewed

Core

2.2 Following and resolving pending admissions

Text and graphics

An overview of how pending applications need to be followed up on and resolved in order to successfully complete an admission, including the software used.

LO1

LO2

Cognitive

Socio-emotional

Behavioural

Viewed

Core

2.3 Processing and completing registrations

Interactive infographic

An explanation of how pending registrations are processed by different departments and followed up on, including the software used.

LO1

LO2

Cognitive

Socio-emotional

Behavioural

Viewed

Core

2.4 System SOPs

PDF

A document that outlines the SOPs for each of the Milpark systems, which can be kept as a cheat sheet.

LO1

LO2

Cognitive

Viewed

Core

3. Supportive processes

3.1 Credit Accumulation and Transfer (CAT)

Infographic

A graphic representation of the process involved in accumulating credits at one institution and transferring them to another.

LO3

Cognitive

Viewed

Core

3.2 Deregistration, cancellations and deferrals

Text and graphics

An explanation of the internal processes necessary to carry out deregistrations, cancellations and deferrals.

LO3

Cognitive

Viewed

Core

3.3 Discounts and bursaries

Text and graphics

A graphic representation of the way in which discounts and bursaries are handled at Milpark.

LO3

Cognitive

Viewed

Core

3.4 Exams and supplementary exams

Text and graphics

An explanation of the process required to facilitate exams and supplementary exams.

LO3

Cognitive

Viewed

Core

3.5 Financial documents

Text and graphics

An interactive explanation of the processes involved in providing financial documents, such as invoices, receipts and payment plans.

LO3

Cognitive

Viewed

Core

4. Earn your Tools badge

Graded quiz

An MCQ that tests the learners’ understanding and application of the content on Milpark’s Student Recruitment tools.

LO1

LO2

LO3

Cognitive

Behavioural

Graded

Core

5. Module wrap-up

Online group discussion

A brief overview of what was covered in this module, followed by an opportunity for the learner to explain what they found most interesting and their own insights into the topics.

Take a moment to think back on the content we covered in this module. What did you enjoy the most, and why? Was there anything you found of particular value? What is the take home message for you?

LO1

LO2

Attended

Core

There are no rows in this table

⁠

Module 4: The Milpark Product Catalogue

Module descriptor

Module 4 is focused on the Milpark product — that is, their schools, programmes and qualifications. Learners will explore the four schools that make up Milpark and the programmes that belong to each: Milpark Business School (MBS), the School of Commerce, the School of Financial Services and the School of Professional Accounting. The purpose of this module is to equip team members to be able to effectively guide students in the recruitment process.

Learning outcomes

Exit-level:

Recommend a suitable qualification to a prospective student based on qualification details and the prospective student’s profile.

Module-level:

Identify the four Milpark schools and their respective qualifications.

Assess the Milpark qualifications based on entry criteria, constraints, benefits and effect on employability.

Relate the Milpark product information to a prospective student’s academic and professional goals.

Module content

Lesson

Section

Content type

Content description

Learning time

Learning outcomes

Developmental areas

Gradebook

Completion criteria

Important links

Developed content link

1. Introduction

Text and graphics

An introduction to the module’s theme and why it is important to the sales team, as well as any assessments/activities that are coming up. This will include the organogram of Milpark’s four schools.

Viewed

Core

2. The Milpark Business School

2.1 The industry

Interactive infographic

An explanation of the industry that the school would equip students to enter and succeed in.

LO2

Cognitive

Viewed

Core

2.2 Entering the Milpark Business School

Video (explainer)

An overview of the Milpark Business School (also known as MBS), its qualifications and entry criteria.

LO2

Cognitive

Viewed

Core

2.3 Business qualifications

PDF

A detailed look at each of the Milpark Business School qualifications (cheat sheets).

LO1

Cognitive

Viewed

Core

2.4 Career opportunities

Text and graphics

An overview of how Milpark Business School qualifications impact employability — the long-term professional benefits. This will also connect the qualifications with job roles.

LO2

LO3

Socio-emotional

Viewed

Core

3. Earn your Milpark Business School badge

Graded quiz

A graded quiz on the product information for the Milpark Business School. The learner must pass the quiz in order to earn the school’s badge and recruit students to it.

LO1

LO2

LO3

Cognitive

Graded

Core

4. The School of Commerce

4.1 The industry

Interactive infographic

An explanation of the industry that the school would equip students to enter and succeed in.

LO2

Cognitive

Viewed

Core

4.2 Entering the School of Commerce

Video (explainer)

An explanation of the School of Commerce, its qualifications and entry criteria.

LO2

Cognitive

Viewed

Core

4.3 Commerce qualifications

PDF

A detailed look at each of the School of Commerce qualifications (cheat sheets).

LO1

Cognitive

Viewed

Core

4.4 Career opportunities

Text and graphics

An overview of how Milpark’s commerce qualifications impact employability — the long-term professional benefits.

LO2

LO3

Socio-emotional

Viewed

Core

5. Earn your School of Commerce badge

Graded quiz

A graded quiz on the product information for the School of Commerce. The learner must pass the quiz in order to earn the school’s badge and recruit students to it.

LO1

LO2

LO3

Cognitive

Graded

Core

6. The School of Financial Services

6.1 The industry

Interactive infographic

An explanation of the industry that the school would equip students to enter and succeed in.

LO2

Cognitive

Viewed

Core

6.2 Entering the School of Financial Services

Video (explainer)

An explanation of the School of Financial Services, its qualifications and entry criteria.

LO2

Cognitive

Viewed

Core

6.3 Financial qualifications

PDF

A detailed look at each of the School of Financial Services qualifications (cheat sheet).

LO1

Cognitive

Viewed

Core

6.4 Career opportunities

Text and graphics

An overview of how Milpark’s financial qualifications impact employability — the long-term professional benefits.

LO2

LO3

Socio-emotional

Viewed

Core

7. Earn your School of Financial Services badge

Graded quiz

A graded quiz on the product information for the School of Financial Services. The learner must pass the quiz in order to earn the school’s badge and recruit students to it.

LO1

LO2

LO3

Cognitive

Graded

Core

8. The School of Professional Accounting

8.1 The industry

Interactive infographic

An explanation of the industry that the school would equip students to enter and succeed in.

LO2

Cognitive

Viewed

Core

8.2 Entering the School of Professional Accounting

Video (explainer)

An explanation of the School of Professional Accounting, its qualifications and entry criteria.

LO2

Cognitive

Viewed

Core

8.3 Accounting qualifications

PDF

A detailed look at each of the School of Professional Accounting qualifications (cheat sheets).

LO1

Cognitive

Viewed

Core

8.4 Career opportunities

Text and graphics

An overview of how Milpark’s accounting qualifications impact employability — the long-term professional benefits.

LO2

LO3

Socio-emotional

Viewed

Core

9. Earn your School of Professional Accounting badge

Graded quiz

A graded quiz on the product information for the School of Professional Accounting. The learner must pass the quiz in order to earn the school’s badge and recruit students to it.

LO1

LO2

LO3

Cognitive

Graded

Core

10. The role of long-term professional benefits

Reflective journal

An opportunity for the learners to consider the role of employability information in student recruitment.

Employability is a major consideration when selecting a qualification. Prospective students will need to know that there is a purpose and a clear benefit to their careers if they choose to study through Milpark, even if they don’t explicitly ask about it.

Put yourself into the prospective student’s shoes. What would you want to hear about the effect on employability? How would this sway your decision? How does it compare to other details of a qualification for a prospective student, such as cost or mode of delivery?

LO2

LO3

Socio-emotional

Ungraded

Core

11. Recruiting to a specific school

Ungraded quiz

A brief set of quiz questions in which the learners will answer “Yes” or “No” questions about whether they would recommend a qualification to a customer based on a given persona.

LO1

LO2

LO3

Socio-emotional

Behavioural

Ungraded

Core

12. Recruiting with product information

In-person workshop

An in-person role playing activity in which the learners pair up with a peer and will practice a sales call for each school. (Scripts will be created for the different roles. This activity is only meant to assess whether or not a team member can recommend or qualify a lead based on their suitability for a qualification. This isn’t assessing any soft skills or systems skills.)

LO1

LO2

LO3

Cognitive

Socio-emotional

Behavioural

Attended

Core

13. Module wrap-up

Online group discussion

A brief overview of what was covered in this module, followed by an opportunity for the learner to explain what they found most interesting and their own insights into the topics.

Take a moment to think back on the content we covered in this module. What did you enjoy the most, and why? Was there anything you found of particular value? What is the take home message for you?

LO1

LO2

Attended

Core

There are no rows in this table

330

⁠

Module 5: Sales the Milpark Way

Module descriptor

Module 5 hones in on the technical sales skills that all Student Acquisition Advisors should have. This will include Milpark’s communication standards and soft selling approach. Learners will also learn closing techniques and how to handle objections and conflict effectively. This will provide learners will the technical know-how that will enhance their work in the Student Recruitment team.

Learning outcomes

Exit-level:

Facilitate a constructive sales call with prospective student.

Module-level:

Apply soft selling techniques to student recruitment.

Recommend the most appropriate course of action for a prospective student.

Exemplify appropriate communication skills for the context of Milpark student recruitment.

Module content

Lesson

Section

Content type

Content description

Learning time

Learning outcomes

Developmental areas

Gradebook

Completion criteria

Important links

Developed content

1. Introduction

Text and graphics

An introduction to the module’s theme and why it is important to the sales team, as well as any assessments/activities that are coming up.

Viewed

Core

2. Our approach to sales

2.1 Hard selling versus soft selling

Video (explainer)

A YouTube video that highlights Milpark’s manifesto (already developed and posted) to explain the difference between hard and soft selling, with Milpark emphasising support and relationships over targets.

LO1

Socio-emotional

Viewed

Core

2.2 Soft selling techniques

Text and graphics

An representation of different techniques for soft selling and suggestions on how to practice it.

LO1

LO3

Socio-emotional

Behavioural

Viewed

Core

2.3 Why is student recruitment different to generic sales?

Online group discussion

An opportunity for learners to share their thoughts on the value of soft selling in comparison to hard selling considering the product.

Sales is a part of every industry, but it is handled quite differently across the board. Think of a time in which you were selling a different type of product or service — such as clothing or insurance. How did that differ to the sales process in education? What are the nuances to selling education that aren’t as important when simply selling a product or service?

If you have never sold another type of product or service, think back to a time you were contacted by a salesperson. What would you imagine are the differences and similarities to education sales?

LO1

LO3

Socio-emotional

Attended

Core

3. Communication and connection

3.1 Communication in a virtual environment

Video (explainer)

An explanation of how to effectively communicate in a virtual call centre-based environment, including the use of communication channels and software. This will include how to communicate formally and appropriately on each channel.

LO3

Cognitive

Behavioural

Viewed

Core

3.2 The connotations of communication

Text and graphics

A look at the subjective side of communication, the connotations of certain techniques and how you can signal meaning through tone, including active listening and empathy. This will also include comprehension.

LO3

Socio-emotional

Behavioural

Viewed

Core

3.3 Role play

In-person workshop

An opportunity for learners to practice active listening in pairs in person.

LO3

Socio-emotional

Behavioural

Attended

Core

4. Conflict management

4.1 Resolving objections, complaints and conflict

Prezi

An outline of the types of objections, complaints and conflict, as well as how best to respond to them — this can involve verbal communication, escalation of queries or written communication. There will be differentiation between objections, complaints and conflict.

LO3

Socio-emotional

Behavioural

Viewed

Core

4.2 Keeping conflict constructive

Online group discussion

An opportunity for the learner to reflect on the experience of conflict with a customer and how to ensure that it remains healthy.

Think of a time in which you were handling conflict with a customer. How were you able to defuse the situation? If you were to do it again, would you do anything different in order to keep the conversation constructive?

If you have not experienced conflict with a customer before, how do you think you would want to handle it? Are there any pitfalls you would want to avoid?

LO3

Socio-emotional

Behavioural

Attended

Core

5. Closing a sale

5.1 Closing techniques

Video (talking head)

An overview of closing techniques and closing statements, and how to use them to secure a sale.

LO1

LO2

LO3

Cognitive

Behavioural

Viewed

Core

5.2 Closing when the time is right

Reflective journal

An opportunity for learners to consider the importance of ensuring a prospective student is happy before trying to close a deal (soft selling/relationship focus).

One of the best ways to connect with a customer is through empathy. Take a moment to imagine that you are choosing a qualification to study and, hopefully, to improve your employability. What type of emotions would you be feeling? How would it impact you if a Student Acquisition Advisor rushed the sales process and kept trying to close the sale? What would give you confidence when closing a sale?

Now, consider how you could use these points to improve your closing technique. What would help you enhance a prospective student’s confidence in closing a sale with you? How could you prioritise them over a target when it counts the most?

LO1

LO2

Socio-emotional

Behavioural

Ungraded

Core

6. Cross-selling and up-selling

6.1 Adding onto a sale

Video (online interview)

An interview with one of the successful and effective salespeople on the team, relating to how they practice cross-selling and up-selling, its nuances and some tips/best practices.

LO1

LO2

Cognitive

Socio-emotional

Viewed

Core

6.2 Role play

In-person workshop

An opportunity for learners to pair up with a peer in person and role play cross-selling and up-selling.

LO1

LO2

Socio-emotional

Behavioural

Attended

Core

7. Earning your Sales badge

Graded quiz

An MCQ that tests the learners’ understanding and application of the content on Milpark’s approach to communication, soft selling and technical skills.

LO1

LO2

LO3

Cognitive

Behavioural

Graded

Core

8. Module wrap-up

Online group discussion

A brief overview of what was covered in this module, followed by an opportunity for the learner to explain what they found most interesting and their own insights into the topics.

Take a moment to think back on the content we covered in this module. What did you enjoy the most, and why? Was there anything you found of particular value? What is the take home message for you?

LO1

LO2

LO3

Ungraded

Core

There are no rows in this table

225

⁠

Final Challenge

Module descriptor

The final challenge is this programme’s summative assessment. Learners will have to complete a simulated sales call with a prospective student and apply what they have learnt to close the sale. This will lead to one of the following outcomes:

An angry and lost prospective student (equivalent to a fail ~ 0-39%): The final challenge goes so poorly that the prospective student no longer wishes to be a student at Milpark and they are laying a complaint online.

A lost prospective student (equivalent to a fail ~ 40-79%): The final challenge does not end in a sale or registration, but it is because they were not engaging enough or they did not help the prospective student well enough. It is more of a disinterested lost customer than an irate one.

A single sale (equivalent to a pass ~ 80-89%): The final challenge goes well enough that the learner can close the sale and the prospective student is happy with the service. However, the learner has not managed to up-sell or cross-sell.

A multiple sale (equivalent to a distinction ~ 90-100%): The final challenge goes so well that the learner closes the sale and manages to up-sell or cross-sell. The prospective student is extremely happy with the service.

The final challenge has an 80% passing grade, so the learner will have to at least close a single sale in order to complete the training programme.

Learning outcomes

Exit-level:

Identify the educational and regulatory context within which Milpark operates.

Operate the digital systems effectively and in line with Milpark’s requirements.

Recommend a qualification to a prospective student based on qualification details and the prospective student’s profile.

Facilitate a constructive sales call with prospective student.

Module content

Lesson

Section

Content type

Content description

Learning time

Learning outcomes

Developmental areas

Gradebook

Completion criteria

Important links

Developed content link

1. Introduction

Text and graphics

An introduction to the topic and structure of the summative assessment, as well as a rubric to help the learner understand what will be expected of them and how they can succeed in the challenge.

Viewed

Core

2. Challenge

Branching scenario

Simulations that represent 1-2 prospective student personas, in which the learner will need to facilitate a constructive and relationship-focused sales call.

LO1

LO2

LO3

LO4

Cognitive

Socio-emotional

Behavioural

Graded

Core

3. Looking back and looking ahead

3.1 Your KPI growth

Ungraded quiz

A Likert scale that mirrors the one in M1, which learners can use to consider if they have improved on their KPIs.

Cognitive

Ungraded

Core

3.2 Reflecting on your journey

Reflective journal

An opportunity to reflect on their experience of the training programme, which skills they need to work on further, and whether or not their career goals have changed.

LO1

LO2

LO3

LO4

Cognitive

Socio-emotional

Behavioural

Ungraded

Core

There are no rows in this table

⁠

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