Pbtsystems final report 0511 final

PITTSBURGH BALLET THEATRE SCHOOL & PROGRAMMING EXPANSION PROJECT Client | Pittsburgh Ballet Theatre Authors | Sophia Ahn, Jillian Brinberg, Angela Choi, Diana Cwerenz, Shannon Huang (Project Manager), Weixi Li, Laura SanBoeuf, Yuan Zhou Advisor | Kathryn Heideman

Table of Contents ACKNOWLEDGEMENTS Client – Pittsburgh Ballet Theatre .......................................................................................... 5 Project Advisor ...................................................................................................................... 5 Advisory Board ...................................................................................................................... 6 Additional Thanks.................................................................................................................. 6 INTRODUCTION Systems Synthesis ................................................................................................................. 8 The Project Team .................................................................................................................. 9 The Client: Pittsburgh Ballet Theatre (PBT) .......................................................................... 11 Project Background ............................................................................................................. 12 Opportunity Statement ....................................................................................................... 13 Scope Statement ................................................................................................................. 13 Known Exclusions ................................................................................................................ 13 Timeline .............................................................................................................................. 14 Group Structure .................................................................................................................. 14 MODULE 1: SETTING DIRECTION THROUGH KEYWORD MAPPING Setting Direction ................................................................................................................. 16 Internal Interviews .............................................................................................................. 18 Survey 1 .............................................................................................................................. 22 Competitor Studies.............................................................................................................. 26 Trend Reports ..................................................................................................................... 30 Synthesis and Conclusions – Keyword Map .......................................................................... 36 Synthesis and Conclusions – Concept Selection .................................................................... 37 MODULE 2: CREATING PROGRAM RECOMMENDATIONS THROUGH LADDERING Program Creation ................................................................................................................ 44 Program List ........................................................................................................................ 46 Survey 2 .............................................................................................................................. 49 2

Table of Contents Geographic Information Systems Filtering ........................................................................... 55 Demographic Groups ........................................................................................................... 59 Issue Identification .............................................................................................................. 62 Case Studies ........................................................................................................................ 64 Final Ladder......................................................................................................................... 67 RECOMMENDATIONS School Vision ....................................................................................................................... 70 Program Recommendations ................................................................................................ 71 Additional Recommendations.............................................................................................. 78 LESSONS LEARNED Lessons Learned .................................................................................................................. 81

APPENDIX Contents of Appendix .......................................................................................................... 85 Appendix A: Network Diagram ..................................................................................................... 86 Appendix B: Interview Guidelines ................................................................................................. 90 Appendix C: Survey 1 .................................................................................................................... 91 Appendix D: Executive Summary of Survey 1 ............................................................................... 95 Appendix E: List of Programming Options, Pre-filter.................................................................. 113 Appendix F: Survey 2................................................................................................................... 114 Appendix G: Mapping Information for GIS Competitors ............................................................ 117 Appendix H: Full Case Studies ..................................................................................................... 124 Appendix I: Key Success Factors in 5 Categories ........................................................................ 149

REFERENCES

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ACKNOWLEDGEMENTS

Acknowledgements Client – Pittsburgh Ballet Theatre This project would not have been possible without the proposal made by the team’s client, the Pittsburgh Ballet Theatre (PBT), and the client’s assistance with providing information and resources to guide the project. The internal staff interviews conducted with five of the PBT staff members and one board trustee provided invaluable insight into the aspirations of PBT. The team would like to thank PBT for their contributions and support throughout this project.

PBT Key Clients

Additional PBT Staff

Harris N. Ferris Executive Director

Meghan McNamara Marketing & Media Relations Manager

Aimee DiAndrea Director of Marketing and Communications

Alyssa Herzog Melby Director of Education

Aaron Rinsema School Operations Director

Shelley Taylor Board Trustee Robert Vickery Assistant to the Artistic Director/Principal, Open Enrollment Division

Project Advisor The team would also like to give special thanks to our advisor, Kathryn Heidemann, for her crucial support and advice. Through her engagement with the project goals, as well as each team member’s personal goals, she was generous with her insight and time. Without her guidance, we may have never finished this project, getting lost to a bunny yoga class instead.

Kathryn Heidemann Director, Master of Arts Management Program, Carnegie Mellon University

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Acknowledgements Advisory Board Throughout this project, the team was fortunate to have a distinguished group of individuals who provided guidance. We would like to extend a warm thank you to the advisory board members who kindly agreed to donate their valuable time and be a part of this project.

John Elliott President Elliott Marketing Group

Kate Prescott President Prescott & Associates

Julia Erickson Principal Dancer Pittsburgh Ballet Theatre

Cookie Ruiz Executive Director Ballet Austin

Ari Lightman Distinguished Service Professor CIO Institute Director Carnegie Mellon University H. John Heinz III College

Jessica Ryan Manager of Education and Community Programs Pittsburgh Symphony Orchestra Emily Rybinski-Benish Senior Data Analyst Elliott Marketing Group

Anne Madarasz Museum Division Director/Director Western Pennsylvania Sports Museum

Pattye Stragar Fitness Operations Manager Carnegie Mellon University

Chris O’Connell Senior Data Analyst Elliott Marketing Group

Laura Synnott Associate Teaching Professor Carnegie Mellon University H. John Heinz III College

Vicki Parsons Butler Community School Director Ballet Austin

Mark Wessel Assistant Teaching Professor Carnegie Mellon University H. John Heinz III College

Additional Thanks The team would like to express gratitude to the following individuals for their support with this project: Janel Sutkus Director Institutional Research and Analysis at Carnegie Mellon University

Allison Morse School Manager Ballet Arizona

Tamara King Principal Newton Studio, Boston Ballet School 6

INTRODUCTION

Introduction Systems Synthesis Systems Synthesis is the second-year capstone project for Master of Science in Public Policy and Management (MSPPM) and Master of Arts Management (MAM) students at Carnegie Mellon University’s H.J. Heinz III College. The groups start with an unstructured problem, refine the scope, analyze, develop and often implement a solution for a real organization. This course embraces four educational goals that "synthesize" the Heinz experience and apply it to the analysis of complex public policy issues:    

Develop problem structuring and solving skills Develop project management, teamwork, and communication skills Provide a capstone experience that integrates and synthesizes "core" coursework Provide a "real world" organizational experience

For more information about Systems Synthesis, please visit the Systems Synthesis page of the H.J. Heinz III College website (“Student Capstone Projects”).

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Introduction The Project Team Sophia Ahn is a second year Master of Arts Management student at Carnegie Mellon University’s H. John Heinz III College. Sophia is a versatile strategic planner with over five years of professional experience working as a project leader within Korea and the US’s arts and cultural sector and as a marketing strategist advising high profile corporates across various industries. She aspires to be a leading change maker in the arts and enjoys the challenges of new communications trends and functions. Sophia loves classical music and the arts in any form that reforms the current scene or creates new movement.

Jillian Brinberg (Advisory Board Liaison) is a second year Master of Arts Management student at Carnegie Mellon University’s H. John Heinz III College. Prior to pursuing her Master’s, Jillian received her B.S. from Carnegie Mellon in psychology, with a cognitive and developmental focus. Her professional experiences include internships with American Ballet Theatre, the Arts Education Collaborative, The Joyce Theatre, and a current apprenticeship as the Education Projects Manager with Pittsburgh Ballet Theatre. Jillian’s interests include dancing, competitive gravity racing, and experimenting with new baking recipes.

Angela Choi (Financial Manager) is a second year Master of Arts Management student at Carnegie Mellon University’s H. John Heinz III College. While pursuing her Master’s degree, she completed an internship with the August Wilson Center for African American Culture in programming.

Angela received her Bachelor of Business Administration from Yonsei University, South Korea in 2012.

She gained an in-depth understanding of strategic marketing from her experience with OPUS Yonsei Marketing Group where she developed marketing projects with various Korean corporations. In the future, she wishes to pursue her career in government and corporate sponsorship of the arts.

Diana Cwerenz (Project Editor) is a second year Master of Arts Management student at Carnegie Mellon University’s H. John Heinz III College. Diana received her Bachelor of Arts in History and American Studies from Illinois Wesleyan University in December 2011. Her background is mainly in museums and cultural sites, but she has spent the past two years working at Future Tenant, a visual and performance art space in the Pittsburgh Cultural District, serving first as the Social Media Manager and then as Executive Director. Her professional interests include project management, nonprofit development, and community outreach but she also loves trying new fitness trends and travelling in her spare time.

Shannon Huang (Project Manager) is a second year Master of Arts Management student at Carnegie Mellon University’s H. John Heinz III College. Shannon was born and raised in Southern California where she studied Arts and Humanities at University of California, Irvine. She has five years of professional experience working in nonprofit organizations including The National Multiple Sclerosis Society, America SCORES LA, Jacob’s Pillow Dance Festival, and the Greater Pittsburgh Arts Council. She is committed to bringing arts to the community through arts education, creating opportunities for interactivity, and using innovative solutions. Shannon has a passion for life, cobblestones, wine, food, culture, and the arts.

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Introduction Weixi Li is currently a second year Master of Arts Management student at Carnegie Mellon University’s H. John Heinz III College. Prior to beginning his studies at Carnegie Mellon University, Weixi worked as an architectural designer. He had had valuable experiences at the Heinz magazine and for various local Pittsburgh arts organizations, making him eager to continue forward with his professional career. He has great enthusiasm for arts, entertainment, and literature.

Laura SanBoeuf is a second year Master of Arts Management student at Carnegie Mellon University’s H. John Heinz III College. Laura is a clarinetist, animal lover, and cyclist. Originally from Baltimore but in love with Pittsburgh, she believes in the transformative powers of music on the soul and the community. Her interests include vinyl records, yoga, and food.

Yuan Zhou is a second year Master of Arts Management student at Carnegie Mellon University’s H. John Heinz III College. She comes from a visual art and business background with work and internship experiences at Christie's, the Andy Warhol Museum, Metro Picture Gallery, Harris Lieberman Gallery, and New York Foundation for the Arts. She is from China and attended an exchange program to Italy in Fall 2013. Yuan's interests include exploring diverse art, culture, and appreciating Ballet.

Kathryn Heidemann (Project Advisor) is the Director of the Master of Arts Management program at Carnegie Mellon University’s H. John Heinz III College (and also an alumna). Prior to coming to CMU, Kathryn spent over a dozen years in the arts management field, working in leadership positions for a variety of arts organizations including The Pittsburgh Cultural Trust, Edinburgh Festival Fringe, Jacob’s Pillow Dance Festival, IMG Artists, and Chicago Academy for the Arts, to name a few. Kathryn’s interests include modern dance, arts festivals, playing in bands, Irish setters, and hanging out with her awesome boys.

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Introduction The Client: Pittsburgh Ballet Theatre (PBT) Mission Pittsburgh Ballet Theatre is a community based and internationally recognized professional ballet company that performs traditional and contemporary ballets and develops innovative works. It seeks to perpetuate excellence in the art of ballet through performances, superior training of student dancers and community engagement initiatives (“The Company”).

School Mission Today, Pittsburgh Ballet Theatre School is recognized as one of the nation’s finest schools for dance education and training. PBT School offers a thorough and well-rounded dance education taught by faculty and guest teachers of international acclaim for over 900 students of all ages, levels, and degrees of interest. The School works to instill a long-term value of the art form in each student while emphasizing the study of diverse, high quality curriculum in a positive and inspirational learning environment (“PBT School”).

School Background PBT School provides classical ballet training through four divisions: Children's, Student, Pre-Professional (Level VI, High School & Graduate), and Adult Open.

The Children’s Division introduces very young children to dance through Pre-Ballet and Ballet Foundation classes. As students move into the Student Division, they begin studying classical technique.

Many students in this division have the opportunity to audition for and perform in Pittsburgh Ballet Theatre’s annual presentation of The Nutcracker and other repertoire productions.

The Pre-Professional Division (Level VI, High School & Graduate) is the keystone of the School, where the next generation of professional dancers is trained. Admission to this program is by audition and invitation only. The Adult Open Division offers courses in ballet at three different levels (beginning to advanced), pointe, Pilates mat, and contemporary.

Each year, PBT School embarks on an audition tour, traveling across the United States auditioning students for a five-week Intensive Summer Program (ISP). Approximately 150 students attend the ISP program. From this group, select students are invited to attend the Pre-Professional program each year.

The School’s modern and air-conditioned facility is conveniently located in Pittsburgh’s famed Strip District, just 1.5 miles from the heart of downtown Pittsburgh. It features five spacious studios with brand new sprung Harlequin floors. Free parking is available and live music accompanies most classes (“PBT School”).

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Introduction Project Background Pittsburgh Ballet Theatre offers superior training to aspiring professional dancers. However, their current non-professional (Adult Open Division) offerings are limited. In order to better serve the diverse wants of the Pittsburgh community, PBT needs to provide more offerings for those who want to take high quality physical wellness classes that are not at a professional level. PBT is now in the middle of a capital campaign to expand their facilities, which provides them the opportunity to consider ways to address this issue.

As stated in the project proposal, PBT has identified its Adult Open Division classes as a prime area for organizational growth, and the ideal vehicle to expand its patron and student base in the community.

PBT wants to prepare the right mix of new class offerings and the optimal positioning of their brand extension as they seek to access a broader market to experience and become loyal patrons of PBT. As PBT works to expand access to ballet students of a range of skill levels and dance backgrounds, they want to ensure that they continue to uphold high standards of professional dance training.

Prior to the decision to expand, a study on PBT School growth was administered. This study identified capacity constraints in studio space, which launched a facility expansion in 2009. The goals of the PBT School expansion are to double the school, to over 60,000 square feet, by 2015. The new facility is planned to have additional dance studios and supplemental amenities.

In the past five years, PBT School has increased its Children’s Division enrollment by 92 percent while Student Division enrollment has grown by 53 percent in the past two years. Ultimately, PBT’s goals for this expansion is to increase total student enrollment by 60 percent from 832 to over 1,300 students and to enter a unique space in the market by extending class offerings beyond the elite training sector while upholding PBT’s core vision and mission. This new set of customers will be individuals who are inspired by being in an environment of the arts, believe in high performance and high human potential, and aspire to place themselves in a highly disciplined yet creative setting (DiAndrea).

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Introduction Opportunity Statement In order to maximize the potential of their new space, it is recommended that PBT determine a mix of programming that will expand their Adult Open Division student base, while staying true to their reputation for superior training.

Scope Statement The Pittsburgh Ballet Theatre’s school expansion project will require the development of a programming plan for the expanded PBT School. This plan will utilize market research, trend analysis, and benchmarking of similar organizations in Pittsburgh and nationwide. The result of the findings will be a comprehensive program recommendation with accompanying justification for the decisions made, in order for PBT to effectively implement any recommendations.

Known Exclusions The following are areas that are related to PBT’s expanded school, but will not be addressed in the established scope, budget, and timeframe of the project. The following known exclusions were determined for the project: Risk assessment The Systems Synthesis project will not include risk assessment done on the expansion of the facility or the changes to programming.

Revenue projections The Systems Synthesis project will not include revenue projections of the new expanded facility and programming.

Results dependent on architecture plans The Systems Synthesis project will not be dependent on the results of the architecture plans, meaning that the project will not be contingent on the final plans for the physical facility.

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Introduction Timeline The Pittsburgh Ballet Theatre School and Programming Expansion Project took place over the course of four months, with the research split into two halves, or “modules.� The milestones of the project included: January 13, 2014 January 22, 2014 February 19, 2014 March 1, 2014 March 27, 2014 April 21, 2014 May 8, 2014

First Group Meeting First Client Meeting Customer Survey 1 Distributed Midpoint Presentation Customer Survey 2 Distributed Final Presentation Final Report

Please refer to Appendix A for the Network Diagram, a detailed depiction of the timeline and flow of the project.

Group Structure Module 1: Setting School Direction through Keyword Mapping For Module 1, the group divided into two groups, with four people on the internal analysis team and four people on the external analysis team. The primary responsibilities of the internal analysis team were to conduct the internal interviews with PBT staff members and to create and distribute the first customer survey to the PBT email list. The primary responsibilities of the external analysis team were to conduct a competitor study and to conduct context analysis through researching trend reports. Major decisions and the preparation for the advisory board presentation on March 1, 2014 were all made by the team as a whole.

Module 2: Creating Program Recommendations through Laddering For Module 2, the group worked more dynamically, each member was assigned to one or more research methods and worked in those groups, creating multiple project teams. The research that needed to be completed included creating a second customer survey, analyzing survey responses, using geographic information systems, conducting interviews, and creating case studies. The team was flexible in this process and worked cohesively to make sure each of these components was completed at a high level of quality. Major decisions and the preparation for the final presentation on April 21, 2014 were all made by the team as a whole.

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MODULE 1: SETTING SCHOOL DIRECTION THROUGH KEYWORD MAPPING

Module 1 Setting Direction OVERVIEW Having constructed an opportunity statement, the team felt strongly that effective programming could not be completed without a comprehensive brand image and direction for the PBT School. The client indicated a desire to use the “Blue Ocean Strategy”, a strategy that identifies an untapped market within a community, necessitating that the direction be determined not only by internal aspirations but also by the wants of the greater marketplace (Chang and Mauborgne). The project was then directed toward recommendations to position PBT as an organization with unique health and fitness offerings within Pittsburgh. The team concluded that the school’s future direction must take into consideration four distinct populations: the needs of the organization, the wants of the current and potential customer base, the trends of industry competitors, and the future direction for the health and wellness industry as a whole.

Considering each of these areas allowed the team to craft a future vision that would be relevant to the industry’s current and future needs as well as the organization’s current and future customers. To synthesize each of these components, the team constructed a keyword map. This map consisted of themes and keywords that echoed throughout four distinct research methods. The map served as a collection of significant words, created to discover relationships and commonalities among the terms and to use those relationships to identify concepts for the PBT School and Programming Expansion.

The map was constructed of four concentric rings, each related to a specific type of analysis.

Internal Interviews The inner-most ring of the map consists of keywords pulled from interviews with key PBT staff members. The team spoke with five senior staff members and one board member regarding their aspirations for the school; common themes that emerged from each interview were selected for the inner ring.

Survey 1 The second ring consists of words that represent the desires of individuals currently interested in fitness and wellness. Words that reflected these desires were pulled from an extensive online survey that was distributed to over 25,000 people.

Competitor Studies The third ring of the map consists of words that related to the mission, vision, and values of 8 professional ballet schools throughout the country. This provided context for the market landscape of the ballet sector.

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Module 1 Trend Reports The outer-most ring consists of words that were pulled from six reports relating to trends in the fitness and wellness industry. Common thematic words selected for the map identified potential future directions for the marketplace.

Synthesis After each phase of analysis was complete, keywords were placed in a ring such that thematically similar words were next to each other. Once all four rings were created, they were rotated so that similar keywords could be grouped together, across the 4 rings. After this shifting process, the keyword map was segmented into five “slices” in order to group common ideas together. Each slice contained keywords that related to the four rings of the map. Each of these groupings of common ideas became a concept for a future brand and direction of the PBT School.

FINAL DELIVERABLES Ultimately, the team produced two deliverables for this portion of the project. The first was the final keyword map, constructed using the methodology described above. After placing all of the words, aligning the words thematically across the rings, and dividing the chart into “slices”, the team began the second deliverable, a description of potential concept directions.

Each slice of the keyword map contained keywords that were similar in nature. The team developed overall category headers for each set of related words. These words were considered concepts that could be used to drive the future direction of the school. The team then crafted descriptions for each potential concept direction, using the keywords as guides for the overall theme. Each concept was paired with a slogan and an image that the team felt represented the concept as a whole.

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Module 1 Internal Interviews PURPOSE To construct the inner-most ring of the keyword diagram, the team conducted internal PBT interviews.

These interviews had the following goals: 1. To explore the internal expectations and opinions on PBT’s school and programming expansion.

2. To extract the urgent concerns of PBT’s staff members.

OVERVIEW Methodology The team held five face-to-face interviews with the PBT staffs and a phone interview with one board member. The interviews were recorded either by hand or using an audio recording device.

Interviewees The team selected six people as interviewees including the Executive Director, senior staff from a range of departments, and one board member (board trustee). The team believes this interviewee pool reflects multiple perspectives on PBT’s future image and development. The interviewees included: Aimee DiAndrea, Director of Marketing and Communications Harris N. Ferris, Executive Director Alyssa Melby, Director of Education Aaron Rinsema, School Operations Director Shelley Taylor, Board Trustee Robert Vickery, Assistant to the Artistic Director/Principal, Open Enrollment Division

Interview Questions The following questions were asked during each of the interviews: How would you describe PBT’s current school image?

How would you describe the open enrollment division?

What do you think are PBT’s biggest strengths?

How would you like to see PBT improve?

How would you like the community to describe the school (open division) in the future?

What do you hope the expansion will bring to the community?

Can you talk about your vision for PBT School’s future position in the Pittsburgh arts field?

What changes do you hope that the expansion will bring?

The guidelines that were used by the internal team to conduct the interviews are listed in Appendix B.

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Module 1 Key Findings Below is a summary of each of the interviews, which the team considers as key highlights and the overall essence of the conversations.

Aimee DiAndrea Aimee expressed her understanding of the challenges of maintaining PBT’s current excellent image while expanding to a new market and encouraging inclusiveness. She used the phrase “approachable prestige” to indicate her keyword for the new school after the expansion. To Aimee, everyone has a little desire to be a ballerina, or at least a want to dance. She admitted that low awareness is an obstacle to the expansion of the Adult Open Division, and recognized that this is partially due to the low budget. However, she mentioned that PBT has had success in the past marketing the concept that anyone can dance by using the traditional image of a ballerina wearing a casual skirt and sneakers instead of a costume and pointe shoes.

Insightful Quote: "We want to expand the facility and accommodate more and wider ranges of people – approachable, but at the same time the high quality image - prestige - of PBT ballet has to remain, and that is, again, very challenging."

Harris N. Ferris Harris thinks that the high-quality training PBT offers leads to high expectations. PBT should be a place that people are driven by the desire to be their best and to be challenged and inspired.

Harris mentioned that he sees increasing the “public’s physical literacy” as a real catalyst, inspiring people to want to be a part of the energy. This requires accessibility at a very early stage. He insists that the PBT School should be envisioned with the professional training program at the core and two branches emerging from it: “One for those who want to maintain ballet in their life, in some way; one for those who are entering for the first time and need accessibility at beginner levels.”

Insightful Quotes: “People who are in awe of the capacity of the art form but don’t just want to be spectators – who want to be a part of the energy.”

“We believe people will understand and be attracted to mutual support and commitment to achieving their personal best.”

Alyssa Melby Alyssa calls for the sense of “a club” for the Adult Open Division classes. She expressed her desire to establish a community where health and artistry can combine and connect art to the mind. She believes that the brand of PBT and quality of its training and students are well distinguished in the Pittsburgh arts field. Alyssa also expected the opportunity for collaboration, in the future, with other organizations. She believes that there is a potential market for PBT School to explore in combining dance and recreation.

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Module 1 Insightful Quote: “I think PBT really has to consider providing some sort of recreational track for people who have taken ballet with us but don’t want to commit to becoming a professional dancer. That’s a huge market.”

Aaron Rinsema Aaron expressed that there is market potential to expand beyond just ballet by combining exercise, dance, and fitness. He described the potential future of the school as a center for adult dance as the “other option” and he believes it will bring Pittsburgh more opportunities to explore dance related activities. He is confident about PBT School’s personnel including the instructors and operational staff.

When asked about the future of the school, Aaron expressed that he believes that PBT can be a leader in health and wellness. Looking forward, Aaron encourages PBT to have more engagement and to continue cultivating deeper relationships with the students, and provide open division students with better experience in terms of the facilities, such as dressing rooms and lockers.

Insightful Quotes: “For all divisions, keep the reputation of ballet as elite, at the same time breaking down perceived barriers to make it inclusive. “ “Regarding students’ experience, when they come to our facility, they should feel excellent and mature, they can walk away feeling like they come to a place treating them as adults. We should have adult dressing rooms and lockers.”

Shelley Taylor Shelley has similar concerns on engagement and making a deeper connection between PBT and the Pittsburgh community. She believes that PBT’s program has the potential to receive more recognition.

She considers PBT School not only a destination for rigorous exercise but also a place where social aspects of dance and a dance-based lifestyle are highlighted. For parents, she thinks that a more effective strategy would be to offer programs where they can relax and de-stress.

Insightful Quote: “We (PBT School) can have some stretch and relax class, taking 30 – 45 minutes. They (the parents) don't want to shower and rush out (as they have children to be taken care of).”

Robert Vickery Robert recognizes high quality, professional spirit, and dedication as things that make PBT distinguishable in the Pittsburgh arts community but he also expressed his desire to “move a little back” to make their programs accessible to a wider range of people. Additionally, he agrees that PBT should have programs other than ballet. From his perspective, a barrier to achieving this is that high quality teachers are not easily available. Robert also expressed his worry about the un-sustainable enrollment patterns, especially for very young students.

Insightful Quotes: “We need diverse classes.”

“Design some programs that connected the ballet and fitness (aspects).”

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Module 1 RESULTS The internal team extracted 8 keywords that appear in multiple interviews, which described the PBT staffs’ expectations and visions for future development. These conversations included insight into the value, image, and position of PBT in the community as well as in the whole Pittsburgh arts field. From 9 keywords, the internal team summarized them into five common themes, which are placed in the core ring of the keyword map.

The most significant issues regarding the expansion of the PBT School concern relevance to the community and maintaining the high standard of quality that PBT has established. There is worry among the staff that the perception of the school as “elite� will be a difficult barrier to overcome, even while expanding and maintaining high quality classes.

PBT hopes for the new school space and atmosphere to feel welcoming and inclusive, while still maintaining high artistic quality and classes that are motivating and engaging. They feel that this initiative can be aided by looking for ways to partner with local organizations in order to deepen their connection with the community and provide programming that is more effective to their constituents.

Table 1.

8 Keywords from Internal Interview Appreciation of art form

Mind/Body /Art Connection

Inclusive

Prestigious

Community

Excellence

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Welcoming

Inspiring

Module 1 Survey 1 PURPOSE To construct the second ring of the keyword diagram, the team conducted Survey 1. This survey had 2 separate research goals: 1. To gather information about the physical activity styles and desires of the Pittsburgh wellness and fitness community.

2. To explore connections between current PBT affiliates and issues that were of importance to them. A copy of the survey can be found in Appendix C.

OVERVIEW Methodology The team created the first draft of the survey using the research goals as the guidepost for the design.

The team consulted with the Director of Institutional Research and Analysis (IRA) at Carnegie Mellon University, Dr. Janel Sutkus, whose feedback allowed the team to make refinements in the survey design.

The survey was further modified upon the request of the client to include questions specific to PBT audience members. Prior to the sending out the survey, the team conducted test runs of the online platform to ensure that all logic was working correctly. The team also distributed a draft to friends to ensure that non-team members could understand the questions being asked.

Logic was embedded in the survey to separate out those that would self-affiliate with PBT and those that would not. PBT affiliates were asked questions regarding enjoyment factors of physical wellness activities as well as questions relating specifically to their experience with the organization. Nonaffiliates were asked only the first set of questions. The affiliates of PBT were considered to be part of the internal research process, while the non-affiliates represent the Pittsburgh fitness market as a whole.

Recipients The final draft of Survey 1 was distributed through SurveyMonkey, an online survey platform, to PBT’s general distribution email list; this particular list consists of approximately 25,000 recipients.

Additionally, the team created an extensive list of 66 health and wellness organizations throughout Pittsburgh and requested that they distribute the survey on behalf of the team. The survey was also distributed via email to the following:       

University of Pittsburgh fitness affiliates Club One Pittsburgh JCC Pittsburgh Marathon Fleet Feet Active Pittsburgh Vendors from CMU’s spring Benefits and Fitness Fair (40+ vendors)

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Module 1 The survey was additionally distributed to individuals recommended by advisory board member Pattye Stragar, including those affiliated with Carnegie Mellon University’s fitness program staff, instructors, and students on the fitness program’s d-lists. The survey remained open for four days.

Figure 1.

Survey 1 respondents demographic overview [N=886]

GENDER

AGE

Female 82.00% (674) Male 18.00% (148)

10.10%

Over 60 (84)

10.46%

54-60 (87)

12.14%

16.59%

18.00 %

INCOME

19.57%

47-53 (101) 40-46 (138)

Female 13.94% 82.00 %

8.33%

$175-200k (23)

2.78% 3.02% 5.43%

$150k-175k (25)

9.78%

$125k-150k (45)

12.68%

$100k-125k (81)

33-39 (116)

Male

13.53% 17.91%

26-32 (149)

$75-100k (105) $50-75k (112)

14.01%

19-25 (147) 17.67% 1.20%

Prefer not to answer (162) $200k+ (69)

10.87%

Under 18

$25k-50k (116) $25k or less (90)

Keyword Extraction In constructing the survey, the team first developed a comprehensive list of descriptive words that one could use to describe enjoyable physical wellness activities. To create this list, the team read through health and wellness publications and extracted critical descriptive words. The team also drew from Customer Product Reaction Attributes, Personality/Characteristic Describers (a marketing tool). The list of 50 words was then consolidated down to 21 words. This was accomplished by combining synonyms and grouping words into overarching keywords that gave a wider, but similar, spectrum of experiences.

The selected words were:      

Comfortable Personalized Empowering Energetic Motivating Engaging

     

     

Vigorous Innovative Relaxing Invigorating Meaningful Routine 23

Fun Effective Trendy Creative Stress relieving Challenging

  

Rewarding Social Inviting

Module 1 Respondents were asked to select their top four words through the question “Which of the following are important in making a physical wellness activity enjoyable for you?” The team set a 20% threshold such that a word must have been selected by at least 20% of respondents in order to be included on the keyword diagram. The team inserted these finalized keywords into keyword map using the internal interview ring as a guide for placement.

RESULTS The survey received 886 responses. Of these, 548 had no affiliation with PBT and 338 were affiliated with the organization in one of the following ways:   

37.5% were current or former Adult Open Division students 18.4% were parents of current professional students 39.57% were PBT patrons, with no PBT school affiliation

The 20% threshold resulted in the following 9 words being included in the final keyword diagram: Figure 2.

21 keyword options and 9 Selected keywords from Survey Q. Which of the following are important in making a physical wellness activity enjoyable for you? (Please select FOUR)

[N=886, Answered: 886] 0.0%

Stress relieving Effective Fun Motivating Challenging Rewarding Energetic Invigorating Engaging Empowering Vigorous Social Comfortable Creative Routine Relaxing Inviting Meaningful Personalized Innovative Trendy

10.0%

20.0%

30.0%

40.0%

50.0%

50.8% 49.3% 44.7% 40.6% 39.4% 31.7% 24.4% 24.2% 23.7% 17.9% 17.4% 17.3% 16.6% 15.1% 14.2% 13.5% 13.2% 13.1% 12.4% 3.8% 1.2%

24

60.0%

Module 1 All respondents were also asked to report the most significant factor(s) in their decision to begin a new physical wellness activity. Both PBT affiliates and non-affiliates reported the most significant factors as “affordability” and an “evening class time”. Respondents under the age of 18 heavily favored “the opportunity to interact with other class members” and “class size of less than fifteen students” while respondents between the ages of 19 and 32 heavily favored “evening class times” and “affordable class cost”. Respondents over the age of 54 heavily favored the “ability to work at my own pace”.

Individuals who self-identified as PBT affiliates received an additional set of questions, designed to gauge their involvement with the organization; logic embedded within the survey directed different types of affiliates to different question sets.

Current Adult Open Division students were asked what they hoped to get out of their classes. The most commonly selected response was “work out”, followed closely by “have fun” and “be challenged”; the least commonly selected response was “make friends”. “Work out” was especially favored by female respondents while male respondents equally favored “work out” and “have fun”. Respondents under the age of 32 heavily favored “be challenged”, “learn new steps”, and “have fun” while respondents over the age of 40 favored “work out”.

The survey asked PBT affiliates that did not identify as current or former students about their interest in taking Adult Open Division classes. 64.29% of PBT patrons said they would be “somewhat” or “very” interested in taking Adult Open Division classes at PBT. Additionally, over 75% of the parents of PBT school students expressed willingness to consider taking Adult Open Division classes while waiting for their child.

PBT patrons that had no affiliation with the school were asked a question regarding their knowledge of the school. 94.53% of these respondents knew PBT had a school and of those, 100% knew the school served young aspiring professional dancers. Roughly half of those also knew that the school served adults of all levels.

A detailed report of all survey responses can be found in Appendix D.

Table 2.

9 Keywords from Survey 1 Stress relieving

Effective

Fun

Motivating

Rewarding

Energetic

Invigorating

Engaging

25

Challenging

Module 1 Competitor Studies PURPOSE To construct the third ring of the keyword diagram, the team administered competitor studies. These studies had the following goal: 1. To research potential programming options, values, auxiliary options, and market landscape for ballet schools.

OVERVIEW Methodology The competitor studies consisted of researching nationwide ballet schools with Adult Open Division (or equivalent) classes. The external team focused on school descriptions, including: mission, vision, and values specifically for the schools and excluding descriptions that purely related to the overall company.

First, a list of 79 keywords was extracted from the description wording of seven various dance schools across the nation. To better organize the words, the team used five overarching themes that have been to be trending in the dance schools. By combining similar words and concepts as well as eliminating the words that did not fit one of the 5 themes, the list was narrowed down to 21 keywords. The team inserted these finalized keywords into the keyword map using the internal interviews and Survey 1 rings as guides for placement.

List of Organizations The seven dance schools looked at were strategically chosen based on their innovative open division programming. These schools were found through recommendations from PBT in addition to the team’s own research. The word “competitors” was used as other ballet companies that PBT can benchmark rather than as PBT’s direct competitor organizations in the local Pittsburgh area. The seven dance schools studied include: Ballet Arizona: School of Ballet Arizona Ballet Austin: Ballet Austin Academy, Butler Community School Joffrey Ballet School ODC (Oberlin Dance Collective): ODC School Pacific Northwest Ballet: PNB School San Francisco Ballet: San Francisco Ballet School Steps on Broadway: The School at Steps

Key Findings The following are the five wellness themes that were found to be trending in dance schools across America, with associated keywords (if not already a theme): 26

Module 1 Experiential Ballet schools have expanded their training in the experiential and encouraging environment. The classes focus on energy and inner strength based on the empowering concepts of health and wellness training. The theme also included words that suggested a sense of enrichment and a stimulating setting.

Inclusive Community Inclusive community indicated that the ballet schools wanted to be welcoming and accessible to everyone at all levels, from absolute beginners to professionals. Offering an inviting environment, the schools pursue inclusion and the engagement of their community.

Instructional Schools that fit into the instructional theme offer comprehensive training that focuses on technique in an instructional atmosphere, embodying where ballet schools meet the expectations of professional dance companies. The programs include classes in technical skills to provide a complete curriculum for students to improve skillfulness by taking strenuous classes.

Prestigious Ballet schools are dedicated to dance training that develops discipline through high quality and remarkable instruction along with a nationally renowned faculty. They offer serious and focused training in classical ballet and emphasize artistic success.

Recreational A key aspect of the recreational theme is that the ballet schools want their open division classes to be enjoyable, joyful, and fun. Offering a variety of classes at every level, the recreational theme included words such as enthusiasm, versatile, and adventurous.

Table 3.

5 Themes from Competitor Studies and their Associated Keywords Inclusive Community

Prestigious

Experiential

Instructional

Recreational

Accessible

Artistic capacity

Individualistic

Technique

Diverse

Community

Remarkable

Stimulating

Comprehensive

Joy

Engage

State-of-the-art

Empower

Strenuous

Enthusiasm

Inclusion

Discipline

Encouraging

Eminent

Energy

Professional

Enrich

Focused

Evolve

High quality

Explore Emotional well being

27

Versatile

Module 1 RESULTS A list of 79 words extracted from the competitor studies was condensed to the following 21 keywords that were placed in the third ring of the Keyword Diagram. These keywords, along with the number of times they appeared in the competitor studies and their overall percentage of the total list can be seen in Table 4.

Table 4.

21 Keywords from Ballet School Descriptions with Counts and Percentages Keyword

Count

%

High quality

15

19.00%

Accessible

7

8.90%

Skillful

7

8.90%

Artistic

5

6.30%

Inclusion

5

6.30%

Recreational

5

6.30%

Adventurous

4

5.10%

Discipline

4

5.10%

Community

3

3.80%

Comprehensive

3

3.80%

Energy

3

3.80%

Stimulating

3

3.80%

Strenuous

3

3.80%

Empower

2

2.50%

Encouraging

2

2.50%

Enrich

2

2.50%

Versatile

2

2.50%

Enthusiasm

1

1.30%

Focused

1

1.30%

Inner strength

1

1.30%

Remarkable Total

1

1.30%

79

100.00%

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Module 1 Table 5.

21 Keywords from Competitor Studies Accessible

Adventurous

Artistic

Community

Comprehensive

Discipline

Inner Strength

Empower

Encouraging

Energy

Enrich

Enthusiasm

Focused

High quality

Inclusion

Recreational

Remarkable

Stimulating

Strenuous

Skillful

Versatile

29

Module 1 Trend Reports PURPOSE To construct the outer-most ring of the keyword diagram, the team conducted context analysis. This analysis had the following goal: 1. To understand the current movement and direction of the health and wellness field.

OVERVIEW Methodology Context studies were conducted through analyzing trend reports in order to highlight the methodology that could be applied to designing programs that fit the aspirations of PBT. The external team created a list of 134 keywords from seven trend reports that represented health and wellness trends in 2012-2014.

The team narrowed this down to 24 keywords by combining similar words and concepts as well as using overarching 7 wellness themes that were found throughout the trend reports to better organize the keywords. The words were then inserted into keyword map using the internal interview, Survey 1, and competitor studies rings as guides for placement.

List of Sources The team researched 7 trend reports published between 2012 and 2014 that dealt with global trends in health and wellness, including: 2012 Spa Trend Report: Top 10 Global Spa Trends Forecast Spa, Finder Research This report focuses on global spa and wellness trends and highlights the increase in more personalized and specialized wellness coaching methods to help sustain the changes.

2013 Global Workplace Health and Wellness Report, Global Corporate Challenge (GCC) This report is a global study on current trends of organizations’ health and wellness initiatives and highlights strategy and implementation of integrating an initiative into employees’ daily life.

2013 National Health and Wellness Survey: The Global Health and Wellness Report, Kantar Health This report is a global study on different factors that will affect how and in what areas pharmaceutical, biotech, medical device, and diagnostic companies address current medical needs.

2013 Spa Trend Report: Top 10 Global Spa & Wellness Trends Forecast, SpaFinder Wellness, Inc. This report focuses on spa and wellness trends and highlights the increase in holistic methods used in fitness and wellness organizations, mindfulness, grounding, and authentic medicine.

30

Module 1 2014 Spa Trend Report, SpaFinder Wellness, Inc. This report presents a forecast of what lies ahead in the wellness industry, including healthy travel, bold new takes on aromatherapy and hot springs, and the development of new models for classic destination spas along with trends in technology, beauty, fitness, and how people address major life changes.

Consumer and Shopper Insights: Healthy, wealthy and (maybe) wise, McKinsey & Company This report looks at how the consumer market, consumer behavior and attitudes, and the business landscape are changing in regard to the emerging trillion-dollar market for health and wellness.

Ketchum’s Health and Wellness Trend Report: Well-th, Ketchum This report examines the influence of technology and social-driven behavior in the decisions people make about their health and healthcare.

Key Findings The followings are the 7 wellness themes that were discovered to be trending, with associated keywords (if not already a theme): Accessible A key aspect of this trend is that people want health and wellness activities to be more accessible regardless of their gender, age, or physical conditions. The wellness industry is seeing trends toward more modifications, adjustments, and customization based on individual needs. Examples include more personalized care and post-visit connections with clients. The accessible theme includes words that suggest a desire for personalized, supportive, engaging, but still affordable wellness coaching.

Aerial Exercises “People have a deepening psychological and physical desire to escape from gravity’s relentless pull, and a distinct ‘suspending gravity’ or ‘floating’ trend is rising up.” This floating trend takes many forms including anti-gravity yoga, suspension yoga, upside-down yoga, “cloud swing,” flyoga, etc. Aerial yoga, where you are suspended from the ceiling by silk fabrics to soar, stretch, and float through the air, is soaring at fitness studios and spas worldwide (2014 Spa Trend Report). Related keywords are spectacular, luxury, innovative, and specialization.

Competitive Fitness Competitions like triathlons and popular High Intensity Interval Training (HIIT) Programs add ferociousness to fitness. While the “label-conscious fitness” culture that has been trending for the past several years does not seem to be slowing down, it is now being supplemented by intense, competitive fitness, led by people who take fitness seriously and who compete to establish their own “personal bests,” frequently at semi-professional levels. A key aspect of this new ferocious fitness is fun, and for 31

Module 1 many enthusiasts, fitness becomes a major ingredient in their social life. Different extreme fitness programs have been giving a new sense of competitiveness to the industry along with a new feeling of community. Examples include CrossFit, HIIT, and military-style boot camps (2014 Spa Trend Report).

Related keywords are achievement, ferociousness, and trendy.

Functional Fitness Functional fitness is focused on creating modified facilities and equipment to accommodate people with physical limitations and other special needs. This will help people heal and keep their bodies functional by offering pain-relieving, mobility-enhancing therapies and “functional fitness” programs to deliver fitness that will assist individuals with completing everyday activities without injury. Effective, rejuvenating, and pain-relieving were keywords included in the theme of functional fitness.

Lifestyle / Holistic “The global movement towards employee wellness or corporate wellness programs is now gathering unprecedented steam.” The employee wellness trends lead to the importance of helping employee sustain the changes while simultaneously increasing participation rates. “There is an ever-increasing need to integrate health and wellness initiatives into employees’ daily routines – both in and out of the workplace.” In order to achieve this, “organizations need to prioritize levels of fun and engagement in initiative design” (2013 Global Workplace). The theme includes words of lifestyle change that indicated that people wanted to make a body or habit change. It also includes enjoyable, which implies feelings of joy, fun, and excitement.

Mindfulness Mindfulness is “paying attention in a particular way; on purpose, in the present moment,” as defined by Dr. John Kabat-Zinn, founder of the Center for Mindfulness, University of Massachusetts. Key components include breathe-work, guided visualization, the “body scan,” where attention is brought to every part of the body through the movement of the therapist’s hands, and other simple, effective techniques that heighten mental and bodily engagement (2013 Spa Trend Report). Related keywords are relaxing, stress management, grounding, and inspiring.

Self-Health Consumers are swaying health and wellness trends by leveraging their access to technology “for their personal wellbeing pursuits.” They often turn to apps, websites, and friends before seeking out a doctor or expert, as a “second opinion.” Consumers also rely on social networks for “social wellness” (Kethcum’s Health and Wellness Trend Report). Related keywords are social and self-health.

32

Module 1 Table 6.

7 Themes from Trend Reports and the Associated Keywords Mindfulness

Self-Health

Aerial Exercises

Competitive Fitness

Functional Fitness

Lifestyle - Holistic

Accessible

Relaxing

Technology

Spectacular

Achievement

Effective

Corporate Wellness

Affordable

Stress Management

Health

Luxury

Ferociousness

Focused

Lifestyle change

Engaging

Mindfulness

Mobile

Innovative

Label-conscious

Physical

Daily routines

Supportive

Specialization

Precision

Rejuvenating

Enjoyable

Personalized

Inspiring Nature centered

Pain relieving

Coaching

Grounding

Expansive

Social

RESULTS A list of 134 words was condensed to the 24 keywords listed in Table 7. These words were placed in the fourth ring of the Keyword Diagram, as seen in Figure 3.

33

Module 1 Table 7.

24 Keywords from Trend Reports with Counts and Percentages Keyword

Count

%

Lifestyle change

15

11.20%

Enjoyable

12

9.00%

Personalized

11

8.20%

Self-Health

10

7.50%

Accessible Stress management Grounding

9

6.70%

8

6.00%

7

5.20%

Mindfulness

7

5.20%

Social

7

5.20%

Ferociousness

6

4.50%

Innovative

6

4.50%

Supportive

5

3.70%

Achievement

4

3.00%

Affordable

4

3.00%

Engaging

4

3.00%

Rejuvenating

4

3.00%

Pain relieving

3

2.20%

Specialization

3

2.20%

Effective

2

1.50%

Luxury

2

1.50%

Relaxing

2

1.50%

Inspiring

1

0.70%

Trendy

1

0.70%

Spectacular Total

1

0.70%

134

100.00%

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Module 1 Table 8.

24 Keywords from Trend reports Accessible

Achievement

Affordable

Effective

Engaging

Enjoyable

Ferociousness

Grounding

Innovative

Inspiring

Lifestyle Change

Luxury

Mindfulness

Pain relieving

Personalized

Rejuvenating

Relaxing

Self-Health

Social

Specialization

Spectacular

Stress Management

Supportive ating

Trendy

35

Module 1 Synthesis and Conclusions – Keyword Map The keyword map includes four rings of keywords, which are extracted from the internal interviews, Survey 1, competitor studies, and trend reports. Synonyms are gathered together while antonyms are listed on opposing sides of the map.

The inner-most ring of the keyword diagram is made up of keywords extracted from internal staff interviews, as their visions will lead the direction of PBT’s expansion. The team put the keywords that have similar meanings close to each other and vice versa. For example, “Prestigious” is opposite to “Inclusive”, while it is next to “Excellence”.

After the inner-most ring was determined, the team developed the second ring of the keyword map, which was the Survey 1 ring. The team placed the keywords extracted from Survey 1 based on their meanings and relationship to the keywords in the center ring. For instance, “Challenging” is listed in line with “Prestigious”, while “Engaging” is in line with “Inclusive”. The next two rings, competitor studies and trend reports, were developed with the same methodology, completing the keyword map.

Figure 3.

Final Keyword Map Lifestyle change

Empower

Inner strength

Stress relieving

Artistic Rejuvenating

Enjoyable

Enthusiasm Recreational Energy

Trendy

Fun Energetic

Encouraging

Enrich

Motivating Effective Rewarding

Stress management Relaxing

Inspiring

Stimulating

Pain relieving Grounding

Self-health

Effective

Mindfulness

Spectacular

Remarkable

Mind/body/ Inspiring art connection

Adventurous

Innovative

Prestigious

Appreciatio n of the art form

Challenging

Innovative

Strenuous Comprehensive

Physical

Excellence Invigorating Skillful Inclusive Ferociousness Versatile Community Welcoming Focused Specialization Engaging

Inclusion Accessible

Discipline

Community

Affordable

Social

Engaging Personalized

Luxury

High quality

Accessible

36

Supportive

Achievement

Module 1 Synthesis and Conclusions – Concept Selection From the finalized keyword map, the team grouped the keywords into five different “slices” based on similar themes. From these groupings of words, a program concept was created using the team’s knowledge of the meanings behind the keywords in each ring. The five resulting concepts include: Powerful Me, Excellence in Training, Wellness for Everyone, Beyond Fitness, and Holistic Experience, as indicated in Figure 6.

Figure 4.

Final Keyword Map with 5 Concepts

❶ Powerful Me

1

Pain relieving Grounding Stress management Relaxing

Enjoyable

Artistic

Enthusiasm Recreational Energy

Trendy

4

Self-health

Effective

Mindfulness

Rejuvenating

❷

Lifestyle change

5

Empower Inner strength

Encouraging

Enrich

Motivating Effective Rewarding

Stress relieving Mind/body/ art connection Appreciation of the art form

Energetic

Remarkable

Inspiring

Prestigious

Versatile Focused Discipline

❸

Innovative

Wellness for Everyone

Physical

Ferociousnes s Specialization

❹ Beyond Fitness

Achievement

Community

Accessible

Affordable

Social

Engaging Personalized

Skillful

Invigorating

Engaging Inclusion

Luxury

Strenuous Challenging Comprehensive

Adventurous

Excellence in Training

Spectacular

High quality Innovative

Excellence Inclusive Community Welcoming

Fun

2

Inspiring

Stimulating

Accessible

Supportive

3

❺ Holistic Experience

In order to describe the concepts, the team created a tagline to help represent the ideas behind them.

The following list pairs each of the concepts with their respective taglines:     

Powerful Me: Motivating Through Achievement Excellence in Training: Awaken Your Inner Dancer Wellness for Everyone: The Dance Floor is Open Beyond Fitness: Happy Body Holistic Experience: Balancing the Mind & Body

37

Module 1 RESULTS To give further insight into each of the concepts, the team created concept boards by combining the concept name, tagline, description, and an image. These can be seen in Figures 7-11.

Figure 5.

Concept Board – 1 Powerful Me

Powerful Me: The Powerful Me concept is about motivating through achievement. Programs with the concept of Powerful Me are effective and motivating, which can help students become conscious about their self-health and further change to a healthier lifestyle.

Figure 6.

Concept Board - 2 Excellence in Training

Excellence in Training: Excellence in Training is about awakening the students’ inner dancers. This kind of program has a very high quality and prestigious brand. Along with these characteristics, classes with this concept also have higher requirements for the students, who are usually skillful and have some foundations in the related field.

38

Module 1 Figure 7.

Concept Board - 3 Wellness for Everyone

Wellness for Everyone: Wellness for Everyone is a concept that embodies inclusivity. Classes are accessible to all community members, even those who may not have any background in the genre, and are personalized to all levels. In this concept, “The Dance Floor is Open” and everyone is welcome to the class.

Figure 8.

Concept Board - 4 Beyond Fitness

Beyond Fitness: Beyond Fitness is about creating an environment for the “Happy Body”. The type of class within this concept is not only about fitness and wellness.

Instead it is an enjoyable, recreational, and fun experience that students can socialize and hang out with friends.

39

Module 1 Figure 9.

Concept Board - 5 Holistic Experience

Holistic Experience: Holistic Experience is about relieving stress. This concept focuses on balancing the mind and body.

More than a physical training, this concept helps the students to build an artistic mind and relieve their stress.

40

Module 1 Concept Selection From the five concepts that were created, the team worked with the client to narrow down the concepts that would be used to focus the branding of the expanded PBT School. To aid this process, the team created a matrix that had concepts as column headers and the rings of the keyword map as row labels. Concepts with keywords that were most frequently seen in the ring of the keyword map indicated on the left side of the matrix received a “green light”, as represented by the circles in Table 9.

Concepts with keywords that were seen in the category but did not have as high of a priority in that particular ring of the keyword map received a "yellow light.” If no keywords in the concept fit the ring of the keyword map, it received a “red light.”

Green (O) = prioritized Yellow (-) = mentioned but not the most prioritized Red (X) = not mentioned Table 9.

Internal Concept Scoring Rubric and Result Powerful Me Everyone

Excellence in Training

Wellness for Everyone

Beyond Fitness

Holistic Experience

Wellness Industry Relevancy

O

-

O

O

-

Customer Wants

O

-

-

O

O

Ballet industry Relevancy

-

O

O

O

O

Internal Aspiration

-

O

O

X

-

From the matrix results and the team’s knowledge in the field, the team recommended two concepts: Powerful Me and Wellness for Everyone.

Reasons for Not Recommending Other Concepts: Excellence in Training: This concept is most in line with the current offerings in the PBT Adult Open Division. As a result, the team and client did not see the need to delve deeper into what PBT is already providing and is already present in the market.

Beyond Fitness: While prioritized by all three other groups, this concept was lacking internal support, an indicator that this concept would not be as successful until this support was established.

41

Module 1 Holistic Experiences: This concept is about relieving stress and providing a focus on the art form. While PBT is very focused on the art form of ballet, the prestigious and competitive environment may not be the best for providing a relaxing and calm space for those who prioritize this concept.

Reasons for Recommending Powerful Me and Wellness for Everyone: Powerful Me: This concept was ranked as a priority for local Pittsburgh and within the wellness trends; it was also mentioned but not a priority within the ballet sector and internally at PBT. The reason for this recommendation, even without a priority from the ballet sector and internally, is that PBT is looking to enter a “blue ocean”, or a new market, and this concept continues to appear in trends, which optimally positions PBT for the future. Furthermore, PBT is looking to diversify from the typical ballet model, which would suggest that ballet trends are not of utmost importance. The ideas of lifestyle change, self-health, effective, and motivating are all keywords that are not directly associated with PBT right now, but can easily be incorporated into the new school programming. This concept can be used to deepen current relationships with past or current dancers, while broadening to the local Pittsburgh community as well.

Wellness for Everyone: This concept was shown as a priority by PBT staff, ballet trends, and wellness trends. While not ranked as a priority for local Pittsburgh community, there is still a market for this concept. By going forward with this concept, PBT would be relevant in future trends. “Everyone”, in this case, might not be all of local Pittsburgh, but would be directed at a more specific target market. This concept would aim to diversify current target markets by looking at the population that wants an inclusive, community oriented class that still provides high quality instruction, something which is not often found in other community classes held at gyms or local fitness centers.

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MODULE 2: CREATING PROGRAM RECOMMENDATIONS THROUGH LADDERING

Module 2 Program Creation OVERVIEW After creating the final keyword map and setting potential concept directions for the future school, the team created a set of detailed programming recommendations that would align with the selected concepts. To effectively select programs that would address both the desire of PBT’s current and future customers as well as PBT’s internal aspirations for the future direction of the school, it was essential to synthesize findings from multiple sources.

To do so, the team generated a ladder, which acted as a method to bridge the findings from multiple dimensions of analysis into a single layer. Each rung of the ladder contained information relating to a specific component of our analysis. The final programs were selected by connecting the rungs to tie specific programs to specific customers, issues, and success factors. The four rungs of the ladder were comprised as follows:

Program List To generate a list of all potential programs that could be strategically connected to elements of the other rungs, the team conducted a second survey and then filtered the responses through Geographic Information Systems (GIS) mapping. This provided the team with 9 programming options to be included in the ladder.

Demographic Groups In order to effectively match programming options with specific types of customers, the team divided the population into demographic groups, each of which was associated with a particular set of issues. This process combined results from both customer surveys.

Issues After conducting internal staff interviews in the first half of the project, the team had a solid understanding of what issues PBT was facing. Predominant issues noted in both interviews and in customer surveys were summarized and included as a linking rung of the final ladder.

Key Success Factors The team conducted in-depth case studies with seven organizations that underwent similar physical or programmatic expansions. Over the course of these case studies, the team interviewed key staff members and generated a list of essential components that helped the organization achieve success. These key success factors made up the fourth rung of the ladder.

44

Module 2 Differentiation The final rung of the ladder was constructed using the team’s understanding of the problem at hand. The team took a creative, research-informed approach to filling in the problematic gaps in the ladder by creating a list of differentiating factors that would allow selected programs to excel in the marketplace. The team derived these elements through a comprehensive understanding of programming, internal interviews, case studies, and research. After completing each of these analyses, the team placed the essential findings onto a grid-like ladder.

FINAL DELIVERABLES The final deliverable for the second half of the project consisted of this ladder, derived from the key findings of each layer of analysis. The team then used this ladder to construct detailed programming recommendations. This was done by strategically connecting different findings from different rungs.

Doing this allowed the team to generate recommendations that connected specific programs with target customer groups, issues to be solved, key success factors, and, where applicable, differentiating factors.

Each final program recommendation was detailed using the information gleaned from each connecting factor of the ladder.

45

Module 2 Program List PURPOSE To narrow down programming options included in the second customer survey, a program list was created. After determining which concepts would define the future direction of the school, the team needed to create a list of programs that aligned with the concepts. Ultimately, the selections were determined from a customer survey, but prior to distributing the survey, it was necessary to create a list of possible programming options from which respondents could choose.

OVERVIEW Methodology The methodology for this part was comprised of two separate steps. First, the team generated a master list of all potential programming options. These options were culled from the offerings of competitors in the industry as well as from suggestions of advisory board members with experience in the fitness and wellness industry. After accounting for duplicate programs, the team was left with the list of 31 options found in Appendix E.

Filtering To further narrow this extensive list, the team created a rubric for scoring each programming option. On a 1 to 5 scale, each program received two scores. The first score reflected how strongly the option aligned with PBT’s mission. This second score reflected how feasible it would be for PBT to provide the class, taking into account considerations such as equipment, staffing, and space constraints. The two scores were weighted at 40% and 60%, respectively. Any program that received greater than a weighted average of three was included in the customer survey.

46

Module 2 Table 10.

Internal Scoring Sheet for program 1st filtering #

Program

Relevance

Feasibility

Total Score

1

Ballet

5

5

5

2

Contemporary

5

5

5

3

Modern

5

5

5

4

Pilates

5

5

5

5

Jazz

4

5

4.6

6

Yoga

4

5

4.6

7

Stretch

4

5

4.6

8

Core Conditioning

4

5

4.6

9

Healthy living talks

4

5

4.6

10

Barre based class

4

5

4.6

11

Belly dance

3

5

4.2

12

Hip hop

3

5

4.2

13

Salsa

4

4

4

14

Ballroom

4

4

4

15

Meditation

2

5

3.8

16

Boot camp

3

4

3.6

17

Flamenco

4

3

3.4

18

Music Video classes

3

3.5

3.3

19

Samba

2

4

3.2

20

Musical Theater

3

3

3

21

Piloxing

3

3

3

22

Aerobics

1

4

2.8

23

Silks/aerial

5

1

2.6

24

Zumba

2

3

2.6

25

House

2

3

2.6

26

LA Blast

2

3

2.6

27

Tap

3

2

2.4

28

Irish

3

2

2.4

29

Self defense

1

3

2.2

30

Bagua

1

3

2.2

31

Outdoor Adventure

1

1

1

Note. Weighted 40% for relevancy and 60% for feasibility.

47

Module 2 RESULTS The following 19 programs were included in the customer survey:

Table 11.

Program 1st Filtering st

Initial list - 31

After 1 Filtering - 19

Ballet

Contemporary

Ballet

Contemporary

Modern

Pilates

Modern

Pilates

Jazz

Yoga

Jazz

Yoga

Stretch

Core Conditioning

Stretch

Core Conditioning

Healthy living talks

Barre-based class

Healthy living talks

Barre-based class

Belly dance

Hip hop

Belly dance

Hip hop

Salsa

Ballroom

Salsa

Ballroom

Meditation

Boot camp

Meditation

Boot camp

Flamenco

Music Video classes

Flamenco

Music Video classes

Samba

Musical Theater

Samba

Piloxing

Aerobics

Silks/aerial

Zumba

House

LA Blast

Tap

Irish

Self defense

Bagua

â–ś

Outdoor Adventure Note. Internal Scoring based on feasibility and relevance to PB’s mission.

48

Module 2 Survey 2 PURPOSE After narrowing down the programs list to 19 options, the team conducted the second of two surveys.

This second survey was designed with the following two research goals in mind: 1. To determine the compatibility of given programs with the two selected concepts, Powerful Me and Wellness for Everyone.

2. To assess the Pittsburgh market’s interest in wellness program categories.

OVERVIEW Methodology The first draft of the survey was created using the above research goals as the guidepost for the design.

The team consulted with an employee at the Institutional Research and Analysis of Carnegie Mellon University, whose feedback allowed the team to make refinements in the survey design. Prior to the survey going live, the team conducted test runs of the online platform to ensure that all logic was working correctly. The team also distributed a draft to friends to ensure that non-team members could understand the questions being asked.

Logic was embedded in the survey to separate out Pittsburgh residents from those that did not report living in the area. Pittsburgh residents were asked all questions. Non-Pittsburgh residents received only the first half of questions. In the first half, each of the two concepts were described, though not labeled.

The descriptive words used were those that were found most frequently in the keyword map.

Respondents were asked to rate each of the 19 programs on a 5-point scale, based on how well they fit the description provided. Short class summary blurbs were provided for seven of the programs that were considered to be uncommon by the team.

The second portion of the survey asked respondents to rate their interest in taking certain categories of classes on a 4-point scale. These categories were as follows:       

Traditional dance related fitness classes (ballet, modern, jazz, contemporary, hip hop) Cultural dance related fitness classes (belly dance, salsa, flamenco, ballroom, samba) Strength building and aerobic related fitness classes (Core conditioning, barre-based classes, boot camp) Strength and flexibility related classes (Pilates, yoga, meditation, stretch) Healthy living talks Commercial dance Fitness classes with animals

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Module 2 Recipients The final draft of Survey 2, which can be found in Appendix F, was distributed through the online SurveyMonkey platform to PBT’s general distribution email list (25,000 names) as well as to individuals recommended by advisory board member Pattye Stragar, including those interested in fitness, fitness challenges, those who make court reservations, faculty and staff interested in fitness, employees of the equipment desk and Skibo Gym desk, and Group X-ercise instructor distribution lists. The survey remained open for three days.

Figure 10.

Survey 2 respondents demographic overview [N=278]

GENDER

AGE

Over 60 (38)

13.80%

Female 90.21% (212) Male 9.79% (23)

INCOME

54-60 (41)

23.90%

47-53 (36)

7.60% 1.70% 3.80% 5.00%

14.60% 13.00% 40-46 (42)

Female

15.10%

$175-200k (5)

10.50% 33-39 (27)

Male

Prefer not to answer (66) $200k+ (21)

12.60%

9.60% 26-32 (59)

0.80%

$125k-150k (14) $100k-125k (29) $75-100k (35)

10.90%

$50-75k (30)

19-25 (42)

13.90%

$25k-50k (39)

Under 18 (2)

10.10%

18.00%

15.10%

$150k-175k (11)

$25k or less (28)

Key Findings The survey received 278 responses. Weighted averages for all responses were calculated, providing the team with the 19 programs, as seen in Table 11.

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Module 2 Figure 11.

Concept connection with program – Wellness for Everyone Q. Some wellness classes are results driven - designed to be effective, motivating, and empower lifestyle changes and healthy living. Consider the class options below. How well do you think each of these class types fits this description?

(Very/somewhat/a little bit/not at all/I don’t know)

[N=278]

Weighted Average

Samba

31%

Belly

35%

34%

34%

Flamengo

27%

33%

Ballroom

27%

36%

Salsa

26%

7%

2.97

23%

9%

2.88

9%

2.82

8%

3.15

31% 30%

39%

36%

20%

5%

3.10

Hip Hop

35%

36%

21%

7%

3.08

Jazz

34%

34%

21%

6%

2.86

Modern

36%

34%

23%

7%

2.83

Contemporary

35%

38%

6%

2.80

Ballet

26%

Commercial Dance

27%

30%

Boot Camp

33% 39% 41%

42%

Barre-based Classes

23%

59%

27%

37%

Stretch Yoga

36%

56%

31%

42% 0%

Very important

20% Somewhat important

42% 40%

60%

A little important

80%

2.65 2.90

5%

3.13

7%

3.09

6%

2.94

11% 2%

40%

43%

Pilates

19%

42%

Healthy Living Talk

10% 15%

32%

29%

Core Conditioning

13% 21%

39%

Meditation

21%

3.42

20%

3%

3.11

17%

4%

3.18

10% 4%

3.40

13% 4%

3.22

100%

not at all important

Top 10

Healthy Living Talks | Yoga | Pilates | Stretch | Ballroom | Boot Camp | Core Conditioning | Salsa | Meditation | Hip Hop Note. From Survey 2. *Weighted Average Calculation {4 (Very important) *Absolute number} +{3 (Somewhat) *Absolute number} +{2 (A little important) *Absolute number} +{1 (Not at all important) *Absolute number} /n

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Module 2 Figure 12.

Concept connection with program – Powerful Me Q. Some wellness classes are results driven - designed to be effective, motivating, and empower lifestyle changes and healthy living. Consider the class options below. How well do you think each of these class types fits this description?

(Very/somewhat/a little bit/not at all/I don’t know)

[N=278]

Weighted Average

Samba

32%

Belly

30%

Flamenco

39% 37%

25%

40%

Ballroom

43%

Salsa

36%

6%

23%

10%

26%

9%

34%

18%

5%

37%

18%

6%

43%

15%

6%

40%

Hip Hop

23%

Jazz

27%

39%

28%

6%

Modern

26%

40%

26%

8%

Contemporary

24%

31%

7%

Ballet

26%

Commercial Dance

38% 27%

30%

Boot Camp

33% 39%

21%

39%

Meditation

41%

42%

Barre-based Classes

23%

59%

27%

37%

Stretch Yoga

36%

56%

31%

42% 0%

Very important

20% Somewhat important

42% 40%

60%

A little important

5%

80%

2.93 2.79 2.82 3.09 3.00 2.89 2.99 3.02 3.33 2.82 3.47

7%

3.24

6%

3.37

11% 2%

40%

43%

Pilates

19%

42%

Healthy Living Talk

10% 15%

32%

29%

Core Conditioning

13%

2.90

3.33

20%

3%

3.75

17%

4%

3.45

10% 4%

3.71

13% 4%

3.76

100%

not at all important

Top 10

Pilates | Core Conditioning | Yoga | Boot Camp | Stretch | Barre Based Classes | Ballet | Healthy Living Talks | Meditation | Salsa Note. From Survey 2. *Weighted Average Calculation {4 (Very important) *Absolute number} +{3 (Somewhat) *Absolute number} +{2 (A little important) *Absolute number} +{1 (Not at all important) *Absolute number} /n

52

Module 2 Figure 13.

Final list - Activities connected to both concepts & Workshop Activities Powerful Me

Both

Wellness for Everyone

Pilates Yoga Core Conditioning Boot Camp Stretch Healthy Living Talk Meditation Salsa

Barre-based classes Ballet

Ballroom Hip Hop

Note. From Survey 2. *Weighted Average Calculation {4 (Very interested in taking) *Absolute number} +{3 (Somewhat interested) *Absolute number} +{2 (A little) *Absolute number} +{1 (Not at all important) *Absolute number} /n

The team further refined these lists by computing the weighted average response for fitness category interest for Pittsburgh residents. The team selected programs that received a weight of 2.75 or above, which translates to ‘a little bit/somewhat interested in taking’. Following this metric, the 3 selected categories were Strength-related classes, Flexibility-related classes, and Traditional classes.

Figure 14.

Top Program Groupings by Desirability Ratings from Survey 2 Q. How interested would you be in taking _________ classes?

[N=184]

(Very interested in taking/somewhat interested/a little bit/not at all) Traditional Dance

Cultural Dance

Strength Building

Flexibility Related

Healthy Living Talk

Commercial Dance

Classes with Animal

3.04

2.38

3.25

3.39

2.34

2.02

2.09

Threshold of 3.00

Traditional Dance | Strength Building | Flexibility Related Note. From Survey 2. *Weighted Average Calculation {4 (Very interested in taking) *Absolute number} +{3 (Somewhat interested) *Absolute number} +{2 (A little) *Absolute number} +{1 (Not at all important) *Absolute number} /n

*Respondents who reside in Pittsburgh

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Module 2 RESULTS The three categories selected, Strength, Flexibility, and Traditional, reflect the strongest desires of the Pittsburgh marketplace. The team looked at the top ten words, from each of the two concept categories defined above, and eliminated those that were not considered to be significantly interesting to the marketplace. This left the team with a total of nine programs from which to move forward. The programs included are listed in the right portion of Table 12.

Table 12.

9 Program Options Remaining After Rubric Filtering nd

Initial list - 19

After 2 Filtering - 9

Ballet

Contemporary

Pilates

Core Conditioning

Modern

Pilates

Boot camp

Yoga

Jazz

Yoga

Ballet

Hip hop

Stretch

Core Conditioning

Meditation

Stretch

Healthy living talks

Barre-based class

Belly dance

Hip hop

Salsa

Ballroom

Meditation

Boot camp

Flamenco

Music Video classes

â–ś

Samba

54

Barre-based class

Module 2 Geographic Information Systems Filtering PURPOSE To filter the program list based on the saturation of the current Pittsburgh market for each of the programming options. GIS mapping was done with the following goals in mind: 1. To create visual representations for all program options that remained on the program list after internal scoring and customer survey filtering.

2. To further filter the program list based on current market saturation for the program options based on the current Pittsburgh market.

OVERVIEW Methodology Organizations listed in the local Yellow Pages that met both of the following criteria were listed as competitors: 1. Within a ten-mile driving distance of PBT; and 2. Currently offer one of the programming options.

After collecting mapping information for each of the competitors in a spreadsheet, which can be found in Appendix G, the locations were then mapped using ArcGIS Explorer Online, as represented in Figures 15-16.

Key Findings Figure 15.

Total Market Saturation of the 9 Programming Options

● Pilates ● Core Conditioning ● Yoga ● Ballet ● Hip hop ● Meditation ● Stretch ● Barre-based class ● Boot camp

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Module 2 Figure 16.

Market Saturation of Individual Programming Options ● Pilates

● Core Conditioning

● Yoga

● Ballet

● Hip hop

● Meditation

● Stretch

● Barre-based class

56

● Boot camp

Module 2 RESULTS Programming options with 25 or more competitors were then either combined to make a more unique programming offering or it was recommended that PBT partner with a local studio that specialized in that area of fitness and wellness. As a result, Bootcamp was consolidated with Barre-based classes, taking the general concept of a Bootcamp class and differentiating it through applying a focus on barre exercises. Yoga, with the most competitors at a market saturation number of 45, was recommended to partner with one of the local studios of PBT’s choosing. This is because the mental and fitness benefits of yoga are extremely distinctive and the team did not want to dilute the quality of the offerings by consolidating such a specialized program. Other benefits of such a partnership include added value through the brand of the partnering organization and the reputations of its high quality instructors.

Figure 17.

Barre-based, Core conditioning, and Bootcamp Consolidation

Table 13.

Program 3rd Filtering rd

Initial list - 9

After 3 Filtering - 8

Pilates

Core Conditioning

Boot camp

Yoga

Ballet

Hip hop

Meditation

Stretch

â–ś

Barre-based class Note. GIS (Geographic Information System)

57

Pilates

Core Conditioning

Yoga

Ballet

Hip hop

Meditation

Stretch

Barre-based class

Module 2

Figure 18.

The ladder component – final programming list

Note. After 3 filtering steps

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Module 2 Demographic Groups PURPOSE To establish a connection between groups of peoples’ affiliation with PBT and their program interests.

OVERVIEW Methodology In Survey 1, the team included filtering questions, in addition to demographic questions, in order to understand the wants of different groups of individuals. These responses were used to glean insight for the final programming recommendations.

Respondents were first asked to check all applicable answers to the question, “Which of the following organizations do you have an affiliation with (as a student, customer, donor, parent of a student, etc.)?”

This allowed the team to filter PBT affiliates and non-PBT affiliates.

PBT affiliates were then asked to self-identify into groups, by answering the question, “Which of the following best describes your experience with the Pittsburgh Ballet Theatre (PBT) School?” Based on their responses, individuals were identified as belonging to one of 6 target groups. Note that individuals who identified as non-PBT affiliates were further grouped into one of two subcategories, based on their responses to demographic information. The groups were as follows: PBT School Adult Open Division students PBT Professional students PBT audience members, with no relation to the PBT School Parents of PBT School parents Non-PBT affiliates with high income ($200k+) Non-PBT affiliates with low income (Less than $200k) The team then created 6 “demographic groups”, which consisted of two components: the affiliation of the group and the demographic information associated with respondents of that group. In order to then uncover the relationship between the concepts provided in Survey 2 and the different demographic groups’ collective interest in taking certain wellness activities, the team reverse clustered the results of Survey 2. This entailed breaking the Survey 2 respondents into 6 groups whose demographic information was aligned with the groups identified in the Survey 1. The interests identified by those groups in Survey 2 were then paired with the affiliation categories identified in Survey 1.

Assumptions An assumption that was made in conducting clustering process was that the demographic information provided by respondents in Survey 1 would be similar to what was provided in Survey 2. This assumption was assumed to be valid because Survey 2 was distributed to a similar population, as was Survey 1. In the end, the team decided that the combination of the 3 areas of demographic information- gender, age, and income- were related enough to extract similar responses.

59

Module 2 RESULTS The resulting demographic groups used in the ladder are indicated in Table 14. Each group has indicators of not only the demographic information but also these demographics’ topic ranked interests and most chosen keywords. In the interest column of the table, the numbers in parenthesis after the programming interest areas represent the weighted desirability rating given to each programming category, as explained in the Survey 2. Additionally, activities that were considered under the category of workshop are indicated after + in the interest column.

Table 14. Demographic Group Clustering from Survey 1 and Survey 2 Group

Demography

Interest

Keywords

Parents

40-46 F 50-100K, 200K+

Flexibility (3.56) / Traditional (3.38) + Healthy talk (2.43) / Animal (2.25)

Motivating Empower Effective

PBT Audience

40-46, 54-60, Over 60 F, M 50-100K

Flexibility (3.45) / Traditional (3.26) + Healthy talk (2.56)

Motivating Social Engaging Effective Rewarding

PBT Open division students

19-32 F Less than 25k, 100K+

Traditional (3.52) / Aerobic (3.48) + Animal (2.75)

Effective Motivating Engaging Rewarding

Professional students

Under 18, 19-25 F, M Less than 25k

Traditional (3.50) + Healthy talk (2.86) / Animal (2.86)

Effective Motivating Engaging Rewarding

Non-PBT: High income

40+ F, M 175k and higher

Flexibility (3.50) + Healthy talk (2.22) /Animal (2.22)

Empower Social Rewarding Effective Motivating

Non-PBT: Others

19-39 F, M The rest

Flexibility (3.48) / Aerobic (3.42) + Animal (2.79)

Social Rewarding Engaging Effective Motivating

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Module 2 Figure 19.

The ladder component – from demographic study

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Module 2 Issue Identification PURPOSE To identify issues raised by PBT that were considered relevant to the school expansion. The following goals were identified for identifying issues, as described by PBT staff and board members during interviews: 1. To connect identified issues to the other rungs of the ladder in the final program recommendations as a means to work toward solving the issues.

2. To identify general issues that could be addressed with general recommendations for the PBT school expansion.

OVERVIEW Methodology Key internal staff identified the issues through the internal interviews conducted in Module 1. As mentioned in the Internal Interviews section of the report, the team conducted five in-person interviews with PBT staff along with a telephone interview with the PBT Board Trustee. One of the questions posed was, “In what ways would you like to see the PBT School improve?” The internal team extracted the answers and gathered a list of issues. The team summarized the issues and grouped them into four categories based on demographic groups: current Adult Open Division students, PBT audience, professional students and PBT school parents. Additionally, the team summarized issues that are related to all demographic groups.

RESULTS General Issues Need to offer high quality instructors It is challenging to find high quality instructors for each class.

Need to lower threshold to register The PBT School needs to be more inclusive to the community and create a more welcoming environment.

Need to maintain excellence image of the brand The PBT School needs to maintain its excellence while simultaneously working to be more inclusive.

Need to raise awareness about the school The PBT School needs to improve the community’s awareness of the school.

Current Adult Open Division Students Need to raise the level of engagement 62

Module 2 The Adult Open Division students’ only point of contact with the organization is the instructors.

Need to provide dressing rooms specifically for adult students.

The PBT School needs to provide the adult students better changing facilities.

Need to encourage attendance of PBT performances The PBT School needs to encourage the students to attend PBT company performances.

PBT audience Need to convert to students at PBT school PBT has identified that one of their challenges is converting their current audience into PBT School attendees.

Need to raise awareness about the school Many PBT audience members do not know that the PBT School has classes for adults.

Professional students Need to provide more opportunities on stage Professional students need more opportunities to showcase their skills on the stage.

Need to retain students as they get older There is a point in the professional track where a large number of students drop out after a certain age.

PBT School Parents Need to engage parents waiting for their children Parents have free time that can be utilized by taking classes when they are waiting for their children.

The issues identified about were compiled to represent the third rung of the ladder, as represented in Figure 20.

Figure 20.

The ladder component – from issue identification

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Module 2 Case Studies PURPOSE To identify factors that contributed to the success of other similar organizational expansions or what will be referred to as, “Key Success Factors” (KSF). The compilation of KSF was done with the following goals in mind: 1. To provide PBT with program recommendations that included factors that made similar programming expansions successful.

2. To identify general recommendations for the overall success of the school programming expansion.

OVERVIEW Methodology The team completed case studies on seven organizations that did or are planning similar expansions to the one that PBT has initiated. Each of these case studies has background information about the organization, information on the expansion, the state prior to expansion, key players during the expansion, and when applicable, the individuals interviewed, steps of expansion, KSF, and ways to continue addressing the changing wants and needs of the community.

List of organizations The case studies were conducted on the following organizations: Alvin Ailey American Dance Theater: Ailey Extension Ballet Arizona: School of Ballet Arizona Ballet Austin: Butler Community School Boston Ballet: Boston Ballet School Carnegie Mellon University: Physical Education, Group X-ercise Pittsburgh Symphony Orchestra: Music and Wellness Program Senator John Heinz History Center: Western Pennsylvania Sports Museum

Key Findings From the seven case studies, the team extracted 24 KSF and grouped them into five main categories, including: Community Relevance and Availability Experts – Quality Instructors and Consultants Organizational Commitment to the Success of the Program Responsiveness to Feedback and Results Brand and Mission Consistency

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Module 2 These KSF were used as recommendations for PBT’s school and programming expansion. A full write-up of the findings from the case studies, which include further details about each of the key success factors, can be found in Appendix H. The breakdown of the five categories of KSF can be found in Appendix I.

RESULTS The KSF were organized into different stages of expansion as follows: Table 15. Key Success Factors in Stages of Expansion Expansion Process

Key Success Factors

Key Success Factors from the 7 organizations

Pre-stage

Planning

Relevance to its mission and identity

Relevance to mission

Organizational Commitment

Organizational Culture - all staff believe that all programs

Supportive leadership

Supportive leadership

Competitive TF formation

Selective in staff - right people

Relevance to trends

Watching & Listening - identify trends and wants

Relevance to customer needs

Responsive to student wants

Responsive to community

Relevance to community

Network

Relationship with experts in the field

Programs design principles

Flexibility

Flexibility in programming

Diversification

Diverse Program Options

Differentiation

Programs design strategy

Partnership

Marketing - make programs enticing, not intimidating Partnerships

Dedicated faculty

Dedicated faculty

High quality instructors

High Quality Instructors

Careful Scheduling

Careful Scheduling

Higher engagement of students to the org.

Engaging adult students with the rest of the organization

Research

Networking Programming stage

Post-stage of expansion

Marketing

Operation principles

Effective visibility

Visibility to community

Maintaining excellence

Reputation for excellence

Brand separating

Distinct Brand within a Brand

Sustainability

Built to be alive, so it can continuously grow and change

School & Company connection

Engaging adult students with the rest of the organization

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Module 2 Figure 21.

The ladder component – from KSF study

66

Module 2 Final Ladder FINAL COMPONENTS OF THE LADDER The final step in creating the ladder included incorporating differentiating factors that would help set PBT school programming apart in the Pittsburgh health and wellness market, utilizing blue ocean strategy. These additional aspects will be further described in the program descriptions for each of the program recommendations in the next section.

Figure 22.

The ladder component – differentiation

Note. Internal ideation and from benchmarking case studies

The final ladder, represented in Figure 23, was completed using elements from each of the prior layers of analysis in Module 2.

Figure 23.

The Final ladder

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Module 2 LADDERING Methodology Once the final ladder was constructed, the team worked together to form relationships among the different rungs that were customized for each of the final program options. This was accomplished by conducting a workshop with all team members present. At the laddering workshop, key connections were made between the different areas of research that was completed in Module 2 and significant findings were synthesized. The following areas represent a summary of the conclusions formed at the laddering workshop: Connection Between Program and Demographic Groups As previously shown in Table 14 “Demographic Group Clustering from Survey 1 and Survey 2,� the team first determined the level of interest each demographic group had for the nine program options. Using this information, each program option was connected to one or more demographic groups.

Connection Between Demographic groups and Issues Through internal interviews, the team was able to identify a number of issues facing the PBT School. Survey 1 allowed the team to break the population into demographic groups, which enabled the team to then associate each group with one or more sets of issues.

Connection Between Issues and KSF Conducting in-depth case studies allowed the team to identify a broad range of KSF. Understanding specific issues facing PBT helped the team place stronger emphasis on the cases that appeared similar in nature to that of PBT and therefore, look more closely at the KSF identified in those cases. During the discussions at the laddering workshop, the team determined ways of creating programs that would be both successful and targeted at specific issues identified by the PBT School.

Adding Differentiation (+) Differentiation arose primarily from case studies and trend reports from Module 1, which provided meaningful insights into customer desires within the wellness sector. The team tried to design elements that would add value to the programs and differentiate them from other offerings within the marketplace, while still remaining within the boundaries of both the concepts and of feasibility.

RESULT The laddering workshop resulted in 7 program recommendations. The laddering steps used to create each program as well as descriptions of each program will be detailed in Recommendation section.

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RECOMMENDATIONS

Recommendations School Vision From the results of the PBT School and Programming Expansion Project, the team created a modified vision for the expanded school. The diagram below illustrates the structure of the new school. The core pillars will uphold the vision for the school, supporting the strategy that will be used to merge the two concepts of Powerful Me and Wellness for Everyone, at the top of the diagram is the mission, which will be informed by both the pillars and the strategy.

Figure 24.

New School Brand Platform

Mission The mission of the Pittsburgh Ballet Theatre School is to empower its students with high quality instruction and effective courses and to instill a long-term appreciation of the art form in students by emphasizing the study of diverse curriculum in an inclusive, motivating, and inspirational learning environment.

Strategy As a high quality professional school, PBT is uniquely positioned to create programming that will extend this core value to their open division students. Using the two core concepts of Powerful Me and Wellness for Everyone, PBT can implement a new programming plan for the school that will combine these concepts together to better respond to the needs of their current students and potential students.

Core Pillars Prestigious, Motivating, Effective, Empowering, Inspiring, Inclusive 70

Recommendations Program Recommendations 1. Ballet Bridging Program Concept: Powerful Me Associated Keywords: Inspiring, Effective, Engaging Program Description This program is designed specifically for professional students who need to transition out of the program or no longer wish to pursue ballet professionally. Students in the program can elect to take as many or as few classes each week as they desire. There will be a wider range of class levels than those offered by the other Adult Open Division courses, and students can progress through the levels based on how many courses per week they elect to take. This program will serve as a bridge between the professional school and the open enrollment division, as well as encourage a lifelong relationship between students and PBT no matter the students’ professional career goals. The program is designed to promote the ideas embodied in the concept of Powerful Me, providing students with a way to stay engaged and inspired by the art form.

Figure 25.

Ballet Bridging Program Ladder

Ladder Description This program idea began with a group of current PBT professional students that voiced interest in Adult Open Division programming. PBT is currently experiencing a steep drop in enrollment once students hit the age of 14. However, those students are still interested in ballet and wish to maintain a relationship with PBT despite not wanting to commit to five professional classes a week. By being responsive to the needs of those specific students, PBT can further develop a relationship with their students while staying true to their mission. A major factor in the success of this program will be the quality of instructors due to these students being accustomed to the teaching quality and style of the professional school.

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Recommendations 2. Ballet for Adults Concept: Wellness for Everyone Associated Keywords: Welcoming, Accessible Program Description Whereas PBT’s current open enrollment division ballet classes best fit the concept of Powerful Me, this program will offer a series of classes better suited towards the welcoming and accessible ideas of Wellness for Everyone. These classes will be open to any adult students who wish to explore ballet for the first time. Due to the variety of experience and skill levels in these classes, they will maintain a welcoming atmosphere to facilitate a low mental barrier to entry but allow for progression as students improve in the classes. Students will be encouraged to watch and engage with professional company, with the goal of learning to appreciate the art form. The individual practice of ballet will foster an appreciation of the work, skill and passion of the professional performers and create a sense of body awareness that many other fitness classes do not.

Figure 26.

Ballet for Adults Program Ladder

Ladder Description This program is essential to PBT’s Adult Open Division programming due to the needs of their mission as well as the demand among the demographic groups for a welcoming and inclusive adult ballet class. In order to deepen PBT’s relationship with adults and the community, as well as improve the experiences of their constituents, this class will encourage a conversion between them. A better knowledge of the demands of ballet and the PBT community will foster a better understanding of the art form and a deeper appreciation of the performances staged by PBT.

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Recommendations 3. Barre-based Conditioning (Core and Aerobic) Concept: Powerful Me Associated Keywords: Effective, Motivating, Engaging Program Description The barre-based program will be made up of two types of classes: core and aerobic. The team recommends that PBT offer at least one of each type per week. Students may elect to take both classes each week, or may instead choose to take only one of the “tracks.” The core class will incorporate more elements of yoga, Pilates, and traditional core exercises while the aerobic class will place more of an emphasis on cardiovascular fitness. Unlike conditioning or aerobic classes offered at gyms, PBT’s barrebased class will allow students to learn elements of barre in a professional studio setting. All barrebased classes are designed around the Powerful Me concept.

Figure 27.

Barre-based Conditioning Program Ladder

Ladder Description Students who elect to take this class (primarily current open division students and younger non-current students) are interested in finding effective and motivating ways to engage in fitness activities. Barrebased classes present fitness in a ballet-related space, allowing for those accustomed to traditional fitness classes to explore both ballet and dance. This class also allows PBT to branch out of the traditional dance realm with their dance programming while staying mission relevant and potentially lowering the barrier to entry to people who feel the PBT School is elite and unwelcoming.

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Recommendations 4. Hip Hop Concept: Powerful Me Associated Keywords: Engaging, Technically Challenging, Fun Program Description This offering will take a traditional form of dance and make it appealing to a diverse audience. The hip hop classes, designed with the idea of Powerful Me in mind, will be highly engaging and technically challenging, while providing a fun workout. The classes will introduce students to the elements of the dance style by drawing from pop culture. Following a traditional warm-up, students will learn choreography that is set to well-known music.

Figure 28.

Hip Hop Program Ladder

Ladder Description This class will be the most social of PBT’s Powerful Me offerings. Therefore, to promote the class, we recommend social based incentives, such as offering a minimal discount for bringing a first-time friend.

Hip hop also provides the opportunity to unique workshop options, including Video Dance classes and special events. This program was of interest for many different constituent groups, but hip hop is currently not offered in very many locations in Pittsburgh. The success of this program relies heavily on the quality of instructors in order to maintain the interest of those four constituent groups. PBT should be comfortable eliminating the program if PBT’s Hip Hop class does not reach the attendance numbers desired.

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Recommendations 5. Pilates Concept: Powerful Me and/or Wellness for Everyone Associated Keyword: Welcoming, Effective, Inclusive Program Description PBT needs to revamp their Pilates program and we recommend they do so by emphasizing the traditional connection that Pilates has with ballet. Unlike its competitors, PBT is well situated to offer mat Pilates in a professional ballet setting with instructors who also train professional students. The program can be tailored to either the Powerful Me or the Wellness for Everyone concept, and either way, it has the potential to be differentiated due to its connection with the professional company.

Figure 29.

Pilates Program Ladder

Ladder Description Pilates is currently among PBT’s class offerings, but does not report the attendance numbers that they would like. At least 4 demographic groups are interested in this class, signifying that there is another reason for the low attendance. This will be appealing to non-PBT students as well as parents and PBT audience members who want an entry point into what is perceived as an elite art form. Being very responsive to student feedback and staying on top of fitness trends will help maintain interest in the class by creating a dynamic, valuable class for its participants.

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Recommendations 6. Stretch and Meditation Concept: Wellness for Everyone Associated Keywords: Welcoming, Inclusive Program Description This program, like the barre-based program, will consist of two distinct classes that students can elect to take as a pair, or individually. The stretch class will promote flexibility and muscle strength, while the meditation class following will be more internally focused and bring students in touch with their inner core. Each 30-minute class will be scheduled for the late afternoon or evening, during the time that professional students are in their classes. As such, this program is geared primarily towards parents who are waiting for their children, though it will be open to anyone who is interested in a Wellness for Everyone class.

Figure 30.

Stretch and Meditation Program Ladder

Ladder Description This pair of offerings is designed to be welcoming and provide an inclusive community for students to improve their physical and mental well-being while being inspired by the professional setting in which they are working. The four demographic groups that expressed interest in this class are diverse and have a variety of fitness levels. The Stretch and Mediation class will need very welcoming, helping to tackle the perception of elitism surrounding the PBT School, and scheduled very carefully to target parents that spend time sitting in PBT’s halls and lobbies waiting for their children.

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Recommendations 7. Yoga at PBT Concept: Powerful Me Associated Keywords: Engaging, Inspiring Program Description Yoga at PBT will be a class offering or series of offerings partnering with a local yoga studio, borrowing on both their expertise and brand recognition. Yoga has unique mental and physical benefits for participants in this class that reinforce all other movements and general body awareness. This class will be welcome to all, but challenging and invigorating.

Figure 31.

Yoga at PBT Program Ladder

Ladder Description Yoga has very specific mental and physical benefits for its participants, making it unwise to eliminate the class from the program completely. However, the oversaturation of the yoga market in Pittsburgh makes it difficult to offer the class in a traditional way. A partnership with a local organization will effectively guarantee quality teachers, as well as borrow from the brand recognition of another business.

Similar to Hip Hop, yoga also lends itself to special events and workshop that foster a perception of fun yet engaging fitness surrounding the PBT School. For example, Animal Friends, a local animal rescue organization, offered bunny yoga. Simply a normal yoga class with bunnies running around, the class sold out quickly. Due to logistical concerns, the class cannot be a regular offering, but does present an opportunity to forge more partnerships with local organizations and create unique programming in their new school.

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Recommendations Additional Recommendations In addition to the specific programming recommendations detailed above, the team recommends the following strategies be considered by PBT in the future. These recommendations are more flexible and can be applied to the School in a more general sense and implemented through a variety of methods.

1. Target marketing resources based on responses from surveys.

Survey 1 revealed that 23% of the surveyed population were highly interested in open division classes at PBT but, of those that knew of the existence of the PBT School, 44.33% did not know that the school offered open enrollment division classes. The team recommends that PBT utilize the zip code data retained from Survey 1 in order to target marketing towards those who live in regions where interest is high but awareness is low.

2. Maintain a constant commitment to positive organizational culture The case studies revealed that organizational commitment to programming is an essential success factor in the planning and execution stages of program creation. The team recommends that PBT work to build and maintain an organizational culture that prioritizes each of the divisions within the School, including the Adult Open Division classes. All staff members should understand the mission and vision of both the professional and the Adult Open Division so that anyone can act as a figurative ambassador for the school when representing PBT in the community. In the interest of creating such a culture, the team recommends that incentives be put in place for board and staff members to participate in open enrollment classes.

3. Continually reevaluate programs in response to student feedback The team recommends that PBT take regular (annual or biannual) surveys of their student populations to determine opinions of new and existing programs. Being responsive to feedback was one of the 5 main themes identified in the success of new programs. It is essential that PBT understand how their new initiatives are being received.

4. Remain flexible in program design and implementation The trend reports are evidence that the health and wellness industry is continually changing.

Therefore, the team recommends that PBT not only conduct customer surveys but also regularly remain alert and aware of industry movement. To stay relevant in the field and in the eyes of potential customers, the School must be flexible in its offerings. This can be done by networking with other dance and wellness related organizations in Pittsburgh and by including questions in outgoing surveys that relate to beneficial changes that customers would like to see.

5. Ensure all constituent groups feel valued and included One of the important principals of operation identified in the case studies is ‘school and company connection’, which refers specifically to the importance of making all students feel as though they have a place in the organizational community. Adult students should not feel as though their classes are just a tangential part of the greater organization; instead, they should 78

Recommendations feel included and connected to the company as a whole. This can be done by holding annual events, bringing company members, staff, and students of all ages together, thereby allowing adult students to feel connected to others within the organization. Additionally, to make the adult cohort feel connected to one another, the team recommends that PBT begin producing an Adult Open Division-only newsletter, to be sent out monthly. This can include features about the school and company as well as feature spotlights on adult students. This will allow readers to feel like they have a valuable place within the larger organizational context.

6. Improve the negative perception of the ballet school as elite and intimidating One of the major issues facing PBT is the perceived high threshold to entry into the world, largely because the general public perceives ballet as elite and intimidating. However, the case studies reveal that other organizations have combated this issue by developing marketing a mix of marketing materials designed to present a welcoming and inclusive environment. In addition, promotional events such as ‘bring a friend’ or discounted first classes may ease entry into the dance world. The team further recommends that PBT emphasize the community aspect of programs that are not specifically ‘elite’ dance (Pilates, yoga, hip-hop, etc.). All of these initiatives can be accomplished through careful social media marketing and carefully worded direct mail.

7. Reinforce appreciation of the art form Much like recommendation #6, this suggestion arises as a result of internal interviews, which revealed that a lack of understanding and appreciation of the art form is an issue threatening the PBT School. To address this, the team recommends that PBT consider a series of outreach talks, designed to increase the public’s artistic literacy. These special lectures should be held in the community, and designed to help people understand the history, joy, and benefits of dance and related activities. These may feature special speakers, such as company members.

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LESSONS LEARNED

Lessons Learned Lessons Learned ETHICS Over the course of this project, the team learned a number of valuable lessons. The most substantial of these involved survey ethics. The first survey was distributed to respondents via the online platform, SurveyMonkey. Invitations to participate in the survey were sent to local health and wellness organizations, urging them to share the link with their distribution lists. The invitation did not state that the survey was being conducted on behalf of Pittsburgh Ballet Theatre, nor did it state that the results would be used to support the programmatic expansion of PBT into the health and wellness market.

After advisory board members brought this to the team’s attention, the team realized this course of action was not ethically sound. Specifically, by failing to disclose the client when distributing the survey, the team took unfair advantage of other organizations by soliciting access to their mailing lists for personal gain.

Reflecting on the process, the team realized where the error lay: since the final project is ultimately the team’s intellectual property and not that of the client, the team did not see it as an ethical violation to omit the necessary identifying information. However, since this project is an opportunity for the team to learn proper methods for the future, the team has come to understand the need to treat it just as if this were professional research. The team believes that CMU's Institutional Research and Analysis (IRA) survey review feedback, which was sought out before our first survey, may have overlooked the issue during its vetting process precisely because they were viewing it as a student research project. After recognizing this error, the team took steps to mitigate the problem and to prevent the second survey from facing the same issue. One of these steps is to speak with the IRA to recommend that they include these sorts of issues in their consideration of future surveys from systems groups. In addition, the team shared the summary results of the first survey’s findings with any organization that asked it of us.

The text of the email invitation to the second survey was worded specifically to include reference to the team’s project goals, the team’s client, and the purpose of the survey. The text of the invitation read as follows:

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Lessons Learned Hello, I'm emailing on behalf of a Systems Synthesis Project Team from Carnegie Mellon's Heinz College of Public Policy and Management. This project serves as a capstone during our last semester of graduate school in place of a thesis.

As part of our Systems project, we have been researching health and wellness trends in Pittsburgh and are now evaluating different programming options for Pittsburgh Ballet Theatre as they begin their school expansion. As a major component of the health and wellness landscape in Pittsburgh, we were hoping you could help us out.

If possible, we would really appreciate it if you could share the survey below with your members/clients/employees via email, Facebook, Twitter, or any other method you see fit. You are, of course, welcome to take the survey yourself. It should take less than 5 minutes. http://goo.gl/l3U5q7 We are hoping to receive a good representation of the population in Pittsburgh that values health and wellness in their lives.

If you have any questions at all, please do not hesitate to email me and ask. We appreciate any and all responses we receive.

Thank you in advance for your consideration.

Sincerely, The Spring 2014 Systems Synthesis Team

OPERATION PROCEDURES Quite fortunately, a majority of the team’s members took a course entitled Project Management prior to beginning Systems. This course taught the team’s members a number of valuable lessons, including the importance of generating a network diagram, following a timeline, and being wary of scope creep.

However, this project allowed team members to practically apply those classroom lessons, which was of great benefit to all involved.

For example, at one point in the process, the client requested that the team include additional information in Survey 1. This information lay outside of the realm of the initial scope and so the team was wary of including it. Ultimately, the team decided to include some, but not all, of the information that was requested. Recognizing the dangers of scope creep allowed the team to avoid committing to producing significantly more data than had originally been promised.

Additionally, the team learned the value of utilizing all resources available. Over the course of the semester, the team met with all but one of our advisory board members and consulted with three additional professionals to receive advice and guidance. These meetings not only helped the team to refine parts of our research process, but also provided access to additional networks of information and contacts than the team otherwise would have had.

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Lessons Learned TEAM DYNAMICS At the start of this project, the team sat down together to draft a set of guiding principles. In addition to guidelines such as, “if a deadline is unlikely to be met, ask for help” the team also included a number of more lighthearted items such as, “Laugh. And smile”, and “Don’t come to meetings hangry [sic]. Eat!” Over the course of the project, the team has come to learn that those more carefree lines were actually far more important than any procedural guidelines drafted. While work will always get done, the quality, speed, and enjoyment of the process are affected by team dynamics and morale to a considerable extent.

The team took a very democratic approach to this project. Though individual components of the work were delegated, all major decisions were made as whole and as a result, the team had numerous meetings each week that extended far past scheduled hours. The team discovered that one bad mood can affect everyone in the meeting and that cookies can help sooth many aggravations. Laughing is important and sometimes long meetings require a dance break. Talking things through sometimes takes several days, but returning to the conversation after a night of good sleep does wonders for productivity.

The team learned a great many things about project management and research over the course of the semester, but one of the most beneficial lessons of all was simply internalizing the knowledge that team dynamics are an immeasurably valuable component to successful work.

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APPENDIX

Appendix Contents of Appendix Appendix A: Network Diagram Appendix B: Interview Guidelines Appendix C: Survey 1 Appendix D: Executive Summary of Survey 1 Appendix E: List of Programming Options, Pre-filter Appendix F: Survey 2 Appendix G: Mapping Information for GIS competitors Appendix H: Full Case Studies Appendix I: Key Success Factors in 5 Categories

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Appendix Appendix A: Network Diagram

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Appendix

87

Appendix

88

Appendix

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Appendix Appendix B: Interview Guidelines Introduction Opportunity Statement: to maximize the potential of their new space, PBT must determine a mix of programming that will expand their open enrollment student base, while staying true to their reputation for superior training.

Questions Part I – PBT School now - How would you describe the current PBT School image and open enrollment division?

- What are PBT’s biggest strengths?

- In what ways would you like to see the PBT School improve?

Part II – PBT School’s future - In the future, how would you like the community to describe the PBT School and the open enrollment division?

-What do you hope the expansion will bring to the community?

-What is your vision for PBT School’s future (5 years) position in the Pittsburgh arts field?

-What changes do you foresee the school expansion project will bring to PBT? Part III – Other comments or thoughts (on the expansion, school, things they mentioned, etc.)

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Appendix Appendix C: Survey 1 * Part 1: Assessment of market wants Q1. Are you interested in physical wellness activities?

Yes No → GO TO Q3 Q2. Which of the following are important in making a physical wellness activity enjoyable for you? (Please pick 4) Comfortable Personalized Empowering Energetic Motivating Engaging Vigorous Innovative Relaxing Invigorating Meaningful Routine Fun Effective Trendy Creative Stress relieving Challenging Rewarding Social Inviting Q3. How important to you is each of the following in influencing you to start a new physical wellness activity?

Opportunity to interact with other class members Very important/somewhat/both/not very/not at all Ability to work at my own pace Very important/somewhat/both/not very/not at all Class size of less than 15 students Very important/somewhat/both/not very/not at all Evening class times Very important/somewhat/both/not very/not at all Weekend morning class times Very important/somewhat/both/not very/not at all Cost per class is less than $18 91

Appendix Very important/somewhat/both/not very/not at all Others?

Q4. Which of the following organizations do you have an affiliation with (as a student, customer, donor, parent of a student, etc.) a) Lu Lu Lemon b) Schoolhouse Yoga c) Pittsburgh Ballet Theatre → GO TO Part 2 d) Bodiography Contemporary Dance e) Pittsburgh Symphony Orchestra f) Alloy School at KST (formerly Dance Alloy) g) Gym (standard membership) h) Other yoga or fitness studio If PBT is not selected→ GO TO DEMO

*Screening (to filter PBT affiliated people)

SQ1. Which of the following best describes your experience with the PBT School?

(1) (2) (3) (4) (5) (6)

Current student in the professional division→ GO TO DEMO Have taken classes before in the open enrollment division → GO TO Part 5 Parent of current student → GO TO Part 3 Current open division student → GO TO Part 5 PBT patron, but no relationship with the PBT school → GO TO Part 4 Other → GO TO DEMO

* Part 3: PBT parents Q5. Have you ever taken an open enrollment division class while waiting for your child? a) No and I’m not interested → GO TO DEMO b) No but I would consider it → GO TO DEMO c) Yes → GO TO Part 5

* Part 4: PBT patrons Q6. Do you know that Pittsburgh Ballet Theatre has a school? a) Yes b) No Q7. Which populations do you think PBT’s school serves? (check all that apply) a) Young (below age 5) children b) Professional students 92

Appendix c) Adults of all levels Q8. PBT offers adult and community classes. How interested would you be interested in taking one of these classes?

Very/somewhat/both/not very/not at all * Part 5: PBT open division students

Q8. How many years have you taken open enrollment division classes at PBT? a) My first open enrollment division class at PBT within the past 12 months b) One to two years c) Three to five years d) Six or more years Q9. What do you hope to get out of your open enrollment division classes at PBT? (select all that apply) a) Have fun b) Be challenged c) Work out d) Learn new steps e) Make friends f) Other: ____________ Q10. What steps do you think PBT could take to make their open enrollment division classes better? (open)

* Demographic : EVERYONE Q10. How old are you? a) Under 18 b) 19-25 c) 26-32 d) 33-39 e) 40-46 f) 47-53 g) 54-60 h) Over 60 Q11. What is your gender? a) Male b) Female Q12. What is your income? a) $25k or less 93

Appendix b) c) d) e) f) g) h) i) j)

$25k-50k $$50-75k $75-100k $100k-125k $125k-150k $150k-175k $175-200k $200k+ Prefer not to answer

Q13. What is your ethnicity? a) White b) Black or African American c) American Indian d) Alaska e) Pacific Islander f) Other

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Appendix Appendix D: Executive Summary of Survey 1 

Overview We distributed the survey to over 25,000 people via the platform Survey Monkey.  The survey received a total of 886 responses (Item 1)  Over 75% of respondents reported an annual household income greater than or equal to $75,000  60% of respondents were over the age of 32  82% of respondents were female.  338 respondents noted a specific affiliation with PBT (Item 5)  37.5% were current or former open enrollment division students  18.4% were parents of current professional students  39.57% were PTB patrons, with no PBT school affiliation  548 individuals did not have any affiliation with PBT (Item 11)



Decision making factors for wellness activity We asked what factors influenced respondents to begin a new physical wellness activity.  Both survey populations reported the most significant factors as “affordable class cost” and “evening class times.” The least important consideration was “the opportunity to interact with other class members.” (Item 2)  The same pattern of responses was found when looking exclusively at PBT affiliated respondents. (Item 4) For non-PBT affiliated respondents, the second most important consideration (after “affordable class cost”) was “ability to work at my own pace.”

(Item 12)

 There was no notable difference between male and female respondents. (Item 13)  Respondents under the age of 18 heavily favored “the opportunity to interact with other class members” and “class size of less than 15 students.” Respondents between the ages of 19 and 32 heavily favored “evening class times” and “affordable class cost.” Respondents over the age of 54 heavily favored the “ability to work at my own pace.” (Item 14)  There was no significant difference in respondents with regards to income breakdown, except that those on the lower end of the spectrum (less than $75k) significantly favored “affordable class cost.” (Item 17) 

Awareness of School We asked PBT patrons, with no affiliation with the school, what they knew about the PBT School. (Item 6)  94.53% knew PBT had a school  100% knew the school served young aspiring professional dancers  Roughly half knew that the school served adults of all levels



Interest in taking classes We asked PBT affiliates, who are not current or former students, their interest in taking open enrollment classes  Over 75% of PBT school students’ parents expressed willingness to consider taking open division classes while waiting for their child (Item 7)

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Appendix  64.29% of PBT patrons said they would be “somewhat” or “very” interested in taking open enrollment division classes at PBT. (Item 8) 

Class expectations We asked PBT open enrollment division students what they hoped to get out of their classes.  The most commonly selected response was “work out”, followed closely by “have fun” and “be challenged.” The least commonly selected response was “make friends.” (Item 9)  “Work out” was especially favored by female respondents while male respondents equally favored “work out” and “have fun.” (Item 13)  Respondents under the age of 32 heavily favored “be challenged”, “learn new steps”, and “have fun.” Respondents over the age of 40 favored “work out.” (Item 17)  There was no significant difference in respondents with regards to income breakdown, except that those on the upper end of the spectrum (above $152k) heavily favored “have fun”, “be challenged”, and “work out.” (Item 18)



School expectation We asked PBT affiliates what factors were important to giving them an enjoyable experience visiting the school.  88.2% of respondents noted “sufficient parking spaces” as “very” or “somewhat” important. (Item 10)  44.65% of respondents noted “adult only dressing rooms” as “very” or “somewhat” important. (Item 10)  There was no notable difference between male and female respondents. (Item 13)  Respondents under the age of 18 heavily favored “free Wi-Fi.” Respondents over age 30 heavily favored “sufficient parking spaces.” Respondents between the ages of 40 and 46 heavily favored “free Wi-Fi”, “showers”, and “adult only dressing rooms.” (Item 16)

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Appendix LIST OF ITEMS TOTAL RESPONDENTS (886)  ITEM 1 o 1-1. Interest in wellness o 1-2. Gender distribution o 1-3. Age distribution o 1-4. Income distribution  ITEM 2 – Decision making factor on wellness activity PBT AFFILIATES (338)  ITEM 3 o 2-1. Interest in wellness o 2-2. Gender distribution o 2-3. Age distribution o 2-4. Income distribution  ITEM 4 – Decision making factor on wellness activity  ITEM 5 – PBT affiliates composition  ITEM 6 – PBT school awareness  ITEM 7 – Willingness to take PBT school class (parents of student only, 60)  ITEM 8 – Interest in taking PBT school class  ITEM 9 – Expectation on PBT school enrollment  ITEM 10 – Expected area of improvement for PBT school NON-PBT, WELLNESS CUSTOMERS (548)  ITEM 11 o 11-1. Interest in wellness o 11-2. Gender distribution o 11-3. Age distribution o 11-4. Income distribution  ITEM 12– Decision making factor on wellness activity COMPARISON  ITEM 13 – Gender comparison o 13-1. Decision making factor on wellness activity o 13-2. Expectation on PBT school enrollment o 13-3. Expected area of improvement for PBT school  ITEM 14 – Age comparison, Decision making factor on wellness activity  ITEM 15 – Age comparison, Expectation on PBT school enrollment  ITEM 16 – Age comparison, Expected area of improvement for PBT school  ITEM 17 – Income comparison, Decision making factor on wellness activity  ITEM 18 – Income comparison, Expectation on PBT school enrollment

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Appendix 1. TOTAL (886) 1-2. Gender

1-1. Interest in wellness

(Answered 822 / Skipped 64)

Yes 98.53% (873) / No 1.47% (13)

Female 82.00% (674) / Male 18.00% (148)

1.47%

18.00%

Yes 98.53%

Female

No

82.00%

1-3. Age

1-4. Income

(Answered 832 / Skipped 54)

(Answered: 828 / Skipped: 58)

10.10%

Over 60 (84)

10.46%

54-60 (87)

12.14%

16.59%

19.57%

8.33% 2.78% 3.02% 5.43% 9.78%

40-46 (138) 33-39 (116)

17.91%

26-32 (149)

Prefer not to answer (162) $200k+ (69)

47-53 (101)

13.94%

Male

$175-200k (23) $150k-175k (25) $125k-150k (45)

12.68%

$100k-125k (81)

13.53%

$75-100k (105) $50-75k (112)

14.01%

19-25 (147)

$25k-50k (116)

17.67% 1.20%

10.87%

Under 18

$25k or less (90)

2. How important to you is each of the following in influencing you to start a new physical wellness activity?

(Answered 886 / Skipped 0)

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Appendix Top 2

Class cost is affordable

(Very important + Somewhat important)

18 597

197

89.61%

61 13

Weighted average 4.52

794

Weekend morning class times 204

222

174

122

164

48.08%

3.20

426

Evening class times 362

246

131

69

78

68.63%

3.84

608

Class size of less than 15 students 136

250

261

159

80

43.57%

3.23

386

Ability to work at my own pace 245

329

203

75

34

64.78%

3.76

574

Opportunity to interact with other class members 59

187

270

250

27.77%

120

2.79

246

0%

20%

40%

60%

80%

Very important Somewhat important Sometimes important, sometimes not important Not very important Not at all important

Ranking #1 Class cost is affordable #2 Evening class times #3 Ability to work at my own pace #4 Class size of less than 15 students #5 Weekend morning class times #6 opportunity to interact with other class members

3. PBT Affiliates (338)

99

100%

*Weighted Average Calculation {5 (Very important) *Absolute number} +{4 (Somewhat important) *Absolute number} +{3 (Sometimes) *Absolute number} +{2 (Not very important) *Absolute number} +{1 (Not at all important) *Absolute number} /886

Appendix 3-2. Gender

3-1. Interest in wellness

(Answered 298 / Skipped 40)

Yes 98.22% (332) / No 1.78% (6)

Female 91.28% (272) / Male 8.72% (26)

1.78%

8.72%

Yes 98.22%

Female

No

91.28%

3-3. Age

3-4. Income

(Answered 303 / Skipped 35)

(Answered: 302 / Skipped: 36)

9.24%

Over 60 (28)

Male

Prefer not to answer (61) 20.20%

10.56%

$200k+ (35)

54-60 (32)

11.55%

11.59%

$175-200k (11)

3.64% 1.32% 4.64%

$150k-175k (4)

40-46 (60)

7.95%

$125k-150k (14)

33-39 (50)

12.58%

$100k-125k (24)

12.58%

$75-100k (38)

47-53 (35) 19.80%

16.50%

26-32 (49) 16.17%

$50-75k (38) 14.57%

19-25 (43)

$25k-50k (44)

14.19% 1.98%

10.93%

Under 18 (6)

$25k or less (33)

4. How important to you is each of the following in influencing you to start a new physical wellness activity?

(Answered 338 / Skipped 0)

100

Appendix Top 2

Class cost is affordable

(Very important + Somewhat important)

10 229

73

24 2

89.35%

91

62

43

56

52.37%

167

92

42

16 21

76.63%

98

104

58

25

44.67%

126

89

31

13

60.65%

103

3.67

205

Opportunity to interact with other class members 73

3.28

151

Ability to work at my own pace

22

4.09

259

Class size of less than 15 students

79

3.32

177

Evening class times

53

4.53

302

Weekend morning class times 86

Weighted average

93

47

28.11%

2.79

95

0%

20%

40%

60%

80%

Very important Somewhat important Sometimes important, sometimes not important Not very important Not at all important

100% *Weighted Average Calculation {5 (Very important) *Absolute number} +{4 (Somewhat important) *Absolute number} +{3 (Sometimes) *Absolute number} +{2 (Not very important) *Absolute number} +{1 (Not at all important) *Absolute number} /886

Ranking #1 Class cost is affordable #2 Evening class times #3 Ability to work at my own pace #4 Weekend morning class times #5 Class size of less than 15 students #6 opportunity to interact with other class members 5. Which of the following best describes your experience with the Pittsburgh Ballet Theatre (PBT) School?

(Answered 326 / Skipped 12)

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Appendix 2.76%

(7) Current student in the professional division

2.15% 18.40%

(60) Parent of current student (40) Current open division student

39.57% 12.27%

(8) Have taken classes before in the open enrollment division (129) PBT patron, but no relationship with the PBT school

24.85%

(9) Other

6. Do you know that Pittsburgh Ballet Theatre has a school?

Which populations do you think PBT’s school serves?

(Answered 128 / Skipped 210)

Young children (below age 5), 79 (65.83%) Yes, 121 (94.53%)

No ,7 (5.47%)

Professional Students, 109 (90.83%) Adults of all levels, 68 (56.67%)

Young children (below age 5), 4 (51.14%) Yes ,121 (94.53%)

No, 7 (5.47%)

Professional Students, 7 (100%) Adults of all levels, 3 (42.86%)

7. Have you ever taken an open enrollment division class while waiting for your child?

(Parents, total 60: Answered 60/ Skipped 0)

102

Appendix Yes (7) 11.67%

76.67%

11.67%

No, but I would consider it (46) No, and I'm not interested (7)

0%

20%

40%

60%

80%

100%

8. PBT School offers adult and community classes.

How interested would you be in taking one of these classes?

(Answered 126/ Skipped 212)

Very interested Somewhat interested 23.02%

0%

41.27%

20%

19.84%

40%

60%

9%

80%

7%

Both somewhat interested and uninterested Not very interested Not at all interested

100%

9. What do you hope to get out of your open enrollment division classes at PBT School?

(Answered 279 / Skipped 59)

250

235 184

200

165

150 83

100

64

50 0 Work out (84.23%)

Have fun (65.95%)

Be challenged (59.14%)

Learn new steps (29.75%)

Make friends (22.94%)

10. How important do you think each of the following would be in giving you an enjoyable experience at PBT School?

(Answered 281 / Skipped 57)

103

Appendix Top 2

Sufficient parking space 175

73

21 4 8

(Very important + Somewhat important)

Weighted average

88.26% 248

Adult only dressing rooms 40

85

49

67

39 44.65%

Showers 18

43

62

94

62

Snacks available for purchase 31

60

2.50

61 84

99 12.90%

2.14

36

Free wi-fi 33

3.07

125

21.86%

5

4.43

44

43

76

81

27.79%

2.54

77

0%

20%

40%

60%

80%

Very important Somewhat important Sometimes important, sometimes not important Not very important Not at all important

100% *Weighted Average Calculation {5 (Very important) *Absolute number} +{4 (Somewhat important) *Absolute number} +{3 (Sometimes) *Absolute number} +{2 (Not very important) *Absolute number} +{1 (Not at all important) *Absolute number} /886

Ranking #1 Sufficient parking space #2 Adult only dressing rooms #3 Free Wi-Fi #4 Showers #5 Snacks available for purchase

11. Non-PBT (548) 11-2. Gender

11-1. Interest in wellness

(Answered 524 / Skipped 24)

104

Appendix Yes 98.72% (541) / No 1.28% (7)

Female 73.36% (402) / Male 22.26% (122)

1.28%

22.26%

Yes No

98.72%

Female Male

73.36%

11-3. Age

11-4. Income

(Answered 530 / Skipped 18)

(Answered: 529 / Skipped: 19)

10.40% 10.04% 12.04%

14.23%

12.04%

18.25%

Over 60 (57) 18.43%

54-60 (55)

$200k+ (34) 6.20% 2.19% 3.83%

47-53 (66)

5.66%

40-46 (78)

10.40%

33-39 (66)

12.23%

26-32 (100)

13.69%

19-25 (104)

13.50%

$175-200k (12) $150k-175k (21) $125k-150k (31) $100k-125k (57) $75-100k (67) $50-75k (75)

18.98% 0.73%

Prefer not to answer (101)

$25k-50k (74) 10.40%

Under 18 (4)

$25k or less (57)

12. How important to you is each of the following in influencing you to start a new physical wellness activity?

(Answered 548 / Skipped 0)

Top 2 (Very important + Somewhat important)

105

Weighted average

Appendix 89.78%

Class cost is affordable

8 368

124

4.51

492

37 11

45.44%

Weekend morning class times 118

131

112

79

249

108

63.69%

Evening class times 195

154

89

53

42.88%

152

157

101

67.34% 203

114

44

0%

114

167

27.55%

20%

40%

157

60%

Very important Somewhat important Sometimes important, sometimes not important Not very important Not at all important

2.79

151

73

80%

3.82

369

21

Opportunity to interact with other class members 37

3.20

235

55

Ability to work at my own pace 166

3.69

349

57

Class size of less than 15 students 83

3.13

100%

*Weighted Average Calculation {5 (Very important) *Absolute number} +{4 (Somewhat important) *Absolute number} +{3 (Sometimes) *Absolute number} +{2 (Not very important) *Absolute number} +{1 (Not at all important) *Absolute number} /886

Ranking #1 Class cost is affordable #2 Ability to work at my own pace #3 Evening class times #4 Class size of less than 15 students #5 Weekend morning class times #6 opportunity to interact with other class members

13. Other Findings - GENDER (Male: 26, Female: 272) Key findings: There was no notable difference between male and female respondents with regards to decision making factors for choosing physical wellness activities or factors that would make visiting the PBT school enjoyable. When asked what they hoped to get out of open enrollment classes at PBT, “work out” was especially favored by female respondents while male respondents equally favored “work out” and “have 106

Appendix fun.�

13-1. How important to you is each of the following in influencing you to start a new physical wellness activity?

(Male: Answered 26 / Skipped 0) (Female: Answered 272 / Skipped 0)

* Weighted average

Male

Female

Opportunity to interact with other class members

3.23

3.09

Ability to work at my own pace

2.24

2.25

Class size of less than 15 students

2.74

2.86

Evening class times

2.06

2.50

Weekend morning class times

2.72

3.18

Class cost is affordable

1.39

1.86

13-2. What do you hope to get out of your open enrollment division classes at PBT School?

(Male: Answered 21 / Skipped 5) (Female: Answered 252 / Skipped 20)

Male

Female

Have fun

67.06%

57.14%

Be challenged

59.92%

42.68%

Work out

86.51%

57.14%

Learn new steps

31.35%

19.05%

Make friends

21.03%

42.86%

13-3 How important do you think each of the following would be in giving you an enjoyable experience at PBT School? (Male: Answered 22 / Skipped 4) (Female: Answered 253 / Skipped 19) * Weighted average

Male

Female

Sufficient parking space

4.47

4.27

Adult only dressing rooms

3.06

3.32

Showers

2.47

3.00

Snacks

2.14

2.18

Free wi-fi

2.55

2.55

107

Appendix 14. Other Findings - AGE (1) Key findings: Respondents under the age of 18 heavily favored “the opportunity to interact with other class members” and “class size of less than 15 students.” Respondents between the ages of 19 and 32 heavily favored “evening class times” and “affordable class cost.” Respondents over the age of 54 heavily favored the “ability to work at my own pace.”

How important to you is each of the following in influencing you to start a new physical wellness activity? * Weighted average used. Red bars means significantly over average, orange bars are slightly over average.

Opportunity to interact with other class members

Ability to work at my own pace

Class size of less than 15 students

Evening class times

Weekend morning class times

Class cost is affordable

5.00 4.00 3.00 2.00 1.00

5.00 4.00 3.00 2.00 1.00

5.00 4.00 3.00 2.00 1.00

5.00 4.00 3.00 2.00 1.00

5.00 4.00 3.00 2.00 1.00

5.00 4.00 3.00 2.00 1.00

4.00

2.90

2.69

2.61

2.74

2.82

Under 18

19-25

26-32

33-39

40-46

47-53

Average 2.94

2.87

2.87

54-60 Over 60

Average 3.75 3.40

3.64

3.68

3.68

3.57

3.90

Under 18

19-25

26-32

33-39

40-46

47-53

4.08

4.04

54-60 Over 60

Average 3.31 3.70

3.14

3.02

3.14

3.24

3.45

Under 18

19-25

26-32

33-39

40-46

47-53

3.34

3.45

54-60 Over 60

Average 3.79 3.70

4.05

4.07

4.05

3.93

3.66

Under 18

19-25

26-32

33-39

40-46

47-53

3.80

3.08

54-60 Over 60

Average 3.23 3.50

3.15

3.29

3.23

3.25

3.14

Under 18

19-25

26-32

33-39

40-46

47-53

4.40

4.66

4.77

4.50

4.39

4.47

Under 18

19-25

26-32

33-39

40-46

47-53

108

3.23

3.04

54-60 Over 60

Average 4.49

4.40

4.32

54-60 Over 60

Appendix 15. Other Findings - AGE (2) Key findings: Respondents under the age of 32 heavily favored “be challenged”, “learn new steps”, and “have fun.” Respondents over the age of 40 favored “work out.”

What do you hope to get out of your open enrollment division classes at PBT School?? * Percentage is used. Red bars means significantly over average, orange bars are slightly over average.

Average 64.56%

100%

Have fun

50%

66.67%

79.17%

68.89%

59.65%

51.72%

58.02%

33-39

40-46

47-53

54-60 Over 60

100% 80% 60% 40% 20% 0%

19-25

26-32

Average 62.98% 100%

Under 18

80%

19-25

75%

26-32

55.56%

45.61%

44.83%

54.84%

33-39

40-46

47-53

54-60 Over 60

48%

Average 82.16%

100%

Work out

48.00%

0%

Under 18

Be challenged

85.00%

82.50%

87.50%

82.22%

85.96%

86.21%

Under 18 19-25

26-32

33-39

40-46

47-53

50%

66.67%

74.19%

92%

0%

Learn new steps

100% 80% 60% 40% 20% 0%

Average 33.13% 66.67%

Under 18

Make friends

100% 80% 60% 40% 20% 0%

54-60 Over 60

35%

52.08%

35.56%

14.04%

19-25

26-32

33-39

40-46

12%

20.69%

29.03%

47-53

54-60 Over 60

Average 28.33% 66.67%

Under 18

32.50%

29.17%

22.22%

19-25

26-32

33-39

109

12.28%

17.24% 22.58%

40-46

47-53

24%

54-60 Over 60

Appendix 16. Other Findings - AGE (3) Key findings: Respondents under the age of 18 heavily favored “free Wi-Fi.” Respondents over age 30 heavily favored “sufficient parking spaces.” Respondents between the ages of 40 and 46 heavily favored “free Wi-Fi”, “showers”, and “adult only dressing rooms.”

How important do you think each of the following would be in giving you an enjoyable experience at PBT School? * Weighted average used. Red bars means significantly over average, orange bars are slightly over average.

Sufficient parking space

Adult only dressing rooms

5.00 4.00 3.00 2.00 1.00

5.00 4.00 3.00 2.00 1.00

Average 4.42 4.33

4.03

4.25

4.54

4.63

4.55

Under 18

19-25

26-32

33-39

40-46

47-53

Showers

Snacks available for purchase

Free Wi-Fi

5.00 4.00 3.00 2.00 1.00

5.00 4.00 3.00 2.00 1.00

4.35

54-60 Over 60

Average 3.08 3.33

Under 18 5.00 4.00 3.00 2.00 1.00

4.71

2.77

3.06

2.83

19-25

26-32

33-39

3.46

3.17

40-46

47-53

3.03

3.00

54-60 Over 60

Average 2.51

2.67

2.10

2.50

2.33

2.93

2.71

Under 18

19-25

26-32

33-39

40-46

47-53

2.35

2.46

54-60 Over 60

Average 2.11 2.33

2.17

2.15

2.33

2.43

2.14

Under 18

19-25

26-32

33-39

40-46

47-53

1.45

1.85

54-60 Over 60

Average 2.68 4.33

Under 18

2.20

2.09

2.72

19-25

26-32

33-39

110

3.41

40-46

2.82

47-53

1.67

2.19

54-60 Over 60

Appendix 17. Other Findings - INCOME (1) Key findings: there was no significant difference in respondents with regards to income breakdown, except that those on the lower end of the spectrum (less than $75k) significantly favored “affordable class cost.�

How important to you is each of the following in influencing you to start a new physical wellness activity? * Weighted average used. Red bars means significantly over average, orange bars are slightly over average.

Opportunity to interact with other class members

Ability to work at my own pace

Class size of less than 15 students

Evening class times

Weekend morning class times

Class cost is affordable

5.00 4.00 3.00 2.00 1.00

5.00 4.00 3.00 2.00 1.00

5.00 4.00 3.00 2.00 1.00

5.00 4.00 3.00 2.00 1.00

5.00 4.00 3.00 2.00 1.00

5.00 4.00 3.00 2.00 1.00

2.86

2.57

2.88

2.69

2.93

2.88

2.74

2.82

Average 2.78 2.88

2.57

Average 3.74 3.83

3.75

3.88

3.76

3.62

3.74

3.59

3.93

3.68

3.61

Average 3.21 3.28

2.94

3.31

3.13

3.04

3.51

3.12

2.96

3.36

3.42

Average 3.89 3.94

3.88

4.02

3.73

3.93

3.84

4.08

3.96

3.74

3.73

Average 3.33 3.06

3.06

3.38

3.07

3.35

3.62

3.84

3.70

4.79

4.73

4.74

4.42

4.46

4.44

4.32

4.00

111

3.19

3.02

Average 4.44 3.86

4.59

Appendix 18. Other Findings - INCOME (2) Key findings: there was no significant difference in respondents with regards to income breakdown, except that those on the upper end of the spectrum (above $152k) heavily favored “have fun”, “be challenged”, and “work out.”

What do you hope to get out of your open enrollment division classes at PBT School?? * Percentage is used. Red bars means significantly over average, orange bars are slightly over average.

Have fun

Be challenged

100% 80% 60% 40% 20% 0%

100% 80% 60% 40% 20% 0%

Average 68.23% 78.13% 69.77% 65.79% 69.44% 72.73%

90.91%

75.00%

54.55%

50.00% 56.00%

Average 62.31% 78.13%

100% 67.44% 57.89%

50%

54.55%

72.73% 36.36%

60%

46%

Average 87.62%

Work out

Learn new steps

Make friends

100% 80% 60% 40% 20% 0%

96.88%

100% 80% 60% 40% 20% 0%

100% 80% 60% 40% 20% 0%

83.72% 73.68% 80.56% 81.82%

100.00%100.00% 90.91%

86.67% 82.00%

Average 26.27% 18.18%

53.13% 30.23% 28.95% 41.67% 18.18% 36.36%

10%

26%

0%

Average 20.10% 50.00% 9.30% 23.68% 33.33% 22.73% 27.27%

112

0.00%

0.00% 16.67% 18.00%

Appendix Appendix E: List of Programming Options, Pre-filter Listed from highest rubric-based score to lowest (should we include rubric score?)

Ballet Contemporary Modern Pilates Jazz Yoga Stretch Core Conditioning Healthy living talks Barre based class Belly dance Hip hop Salsa Ballroom Meditation Boot camp Flamenco Music Video classes Samba Musical Theater Piloxing Aerobics Silks/aerial Zumba House LA Blast Tap Irish Self defense Bagua Outdoor Adventure

113

Appendix Appendix F: Survey 2 Q1. Some wellness classes are results driven - designed to be effective, motivating, and empower lifestyle changes and healthy living. Consider the class options below. How well do you think each of these class types fits this description?

Very/somewhat/a little bit/not at all/I don’t know Ballet Contemporary Modern Jazz Hip Hop Salsa Ballroom Flamenco Belly dance Samba Q2. Some wellness classes are more about communal aspects - designed to be accessible, personalized, and foster a supportive community environment. How well do you think each of these class types fits this description?

Very/somewhat/a little bit/not at all/I don’t know Ballet Contemporary Modern Jazz Hip Hop Salsa Ballroom Flamenco Belly dance Samba PAGE BREAK The following two questions refer to nine types of fitness or wellness related programs. For further descriptions of these programs, please read below: Stretch- A class designed to promote flexibility and muscle strength through a series of slow stretch exercises Core Conditioning- A non-aerobic class designed to increase strength and stability in the spine and core muscles (upper and lower torso) Healthy living talks- A series of discussion workshops, led by professionals in the field, offering advice and tricks for finding and maintaining a healthy lifestyle Barre based classes- A class designed to develop long and lean muscles through core exercises at the barre - mostly upper body workout with high-intensity sequences of thigh and seat Meditation-A series of workshops designed to improve self-regulatory skills and lead to more positive health and attitude behaviors 114

Appendix Boot camp- Aerobic classes that use repetition, cardiovascular drills, and muscle conditioning to enhance overall body tone and strength Commercial dance-A workshop series in which each week, participants learn part of the choreography to a popular music video Q3. Some wellness classes are results driven - designed to be effective, motivating, and empower lifestyle changes and healthy living. Consider the class options below. How well do you think each of these class types fits this description?

Very/somewhat/a little bit/not at all/I don’t know Pilates Yoga Stretch Core Conditioning Healthy living talks Barre based classes Meditation Boot camp Commercial dance Q4. Some wellness classes are more about communal aspects - designed to be accessible, personalized, and foster a supportive community environment. How well do you think each of these class types fits this description?

Very/somewhat/a little bit/not at all/I don’t know Pilates Yoga Stretch Core Conditioning Healthy living talks Barre based classes Meditation Boot camp Commercial dance PAGE BREAK Q5. Which of the following organizations do you have an affiliation with? (Select all that apply) -Yoga studios -Pilates studios -Crossfit gyms -Gyms (general) -Physical therapy centers -Community centers -Dance companies (logic) -None of the above

Q6. IF AFFILIATED WITH DANCE: Which of the following dance organizations are you or have 115

Appendix you been affiliated with?

Pittsburgh Ballet Theatre Attack Theatre Ballet Academy of Pittsburgh DanceTime Studio Ideal Dance kNOT Dance Los Sabrosos Dance Co. The Pillow Project Mary Miller Dance Company Pittsburgh Dance Center Pittsburgh Heat Hip Hop Dance Company None of the above Q7. Do you currently live in Pittsburgh, PA? Yes (if yes, proceed to Q8) No (if no, proceed straight to demographics) PAGE BREAK Q8. If yes: How interested would you be in taking traditional dance-related fitness classes (ballet, modern, jazz, contemporary, hip hop)?

Very interested in taking/somewhat interested/a little bit/not at all Q9. How interested would you be in taking cultural dance-related fitness classes (belly dance, salsa, ballroom, flamenco, samba, etc.)?

Very interested in taking/somewhat interested/a little bit/not at all Q10. How interested would you be in taking strength building and aerobics related fitness classes (core conditioning, boot camp, barre-based classes, etc.)?

Very interested in taking/somewhat interested/a little bit/not at all Q11. How interested would you be in taking strength and flexibility related fitness classes (Pilates, yoga, meditation, stretch, etc.)?

Very interested in taking/somewhat interested/a little bit/not at all Q12. How interested would you be in taking any of the following special workshops?

Very interested in taking/somewhat interested/a little bit/not at all Healthy living talks- A series of discussion workshops, led by professionals in the field, offering advice and tricks for finding and maintaining a healthy lifestyle Commercial dance-A workshop series in which each week, participants learn part of the choreography to a popular music video Fitness classes with animals- Traditional wellness classes (often ballet, yoga, or Pilates) taught with animals (puppies, bunnies, etc.) in the room, to promote relaxation and a playful atmosphere PAGE BREAK Demographic questions (same as survey 1) 116

Appendix Appendix G: Mapping Information for GIS Competitors Organization

Program

Type

Address

City

State

Distance

PA

Zip Code 15234

Ballet Academy of Pittsburgh Pittsburgh Dance Center Ideal Dance

Ballet

4100 Library Road

Pittsburgh

4765 Liberty Ave

Dance Magic

Ballet

Cynthia's School of Dance and Music Bodiography

Ballet

DANCINnovation

Ballet

Dancespace 304

Ballet

Center Stage Dance Academy Adrenaline Barre Fitness Barre Bee Fit

Ballet Barre

Dance Academy Dance Academy Dance Academy Dance Academy Dance Academy Dance Company Dance Academy Dance Academy Dance Academy Barre Studio

Pittsburgh

PA

15224

1.5

403 Butler St

Pittsburgh

PA

15223

3.8

1700 Mt Royal Blvd

Pittsburgh

PA

15116

6.4

4721 McKnight Rd

Pittsburgh

PA

15237

6.4

5824 Forbes Ave

Pittsburgh

PA

15217

4

800 Mt Royal Blvd

Pittsburgh

PA

15223

5.6

5604 Solway St

Pittsburgh

PA

15217

3.5

963 Perry Highway

Pittsburgh

PA

15237

9.7

Pittsburgh

PA

15203

2.9

Pittsburgh

PA

15205

2.5

Pilates Studio

1224 East Carson St. Suite 3 804 South Aiken Avenue 5518 Walnut Street

Barre

Barre Studio

Dragonfly Pilates Shadyside Fitwell Studios

Barre

Pittsburgh

PA

15232

3

Barre

Fitness Studio

8000 McKnight Road

Pittsburgh

PA

15237

7.6

Fullbody Fitness Club

Barre

Fitness Club

4070 Brownsville Rd

Pittsburgh

PA

15227

8

Pat's Pilates Barre at Amerifit Fitness Club PHI Pilates Studio

Barre

Fitness Club

100 Roessler Rd

Pittsburgh

PA

15220

8.3

Barre

Pilates Studio

4158 Library Road

Pittsburgh

PA

15234

9

Pure Barre Mt. Lebanon Pure Barre Pittsburgh

Barre

Barre Studio

1612 Cochran Rd

Pittsburgh

PA

15220

7.8

Barre

Barre Studio

5986 Penn Cir S

Pittsburgh

PA

Simple Sol

Barre

520 Washington Rd

Pittsburgh

PA

15228

6.7

TruBarre Studio

Barre

Yoga and Pilates Studio Barre Studio

237 6th St, Blawnox

Pittsburgh

PA

15238

8.1

InHome Personal Training & Backyard Bootcamp BodyTech

Bootcamp

Personal Training

Pittsburgh

PA

15222

Bootcamp

Personal Training

Pittsburgh

PA

15237

Ballet Ballet

Ballet

1130 Perry Hwy

117

8.8

3

9.4

Appendix X Shadyside

Bootcamp

Gym

5608 Walnut St

Pittsburgh

PA

15232

2.7

Gold's Gym

Bootcamp

Gym

100 Forbes Ave

Pittsburgh

PA

15222

2.1

Panthro Fitness

Bootcamp

3117 Penn Ave

Pittsburgh

PA

15201

0.3

Integrated Fitness

Bootcamp

Corporate Fitness Gym

1213 Bingham St

Pittsburgh

PA

15203

2.9

Club-One Waterworks Achieve A-Nu-Yu

Bootcamp

Health Club

921 Freeport Rd

Pittsburgh

PA

15238

6.9

Bootcamp

Gym

Pittsburgh

PA

15222

0.1

Curves

Bootcamp

Pittsburgh

PA

15203

3

Curves

Bootcamp

PA

15237

9.7

Bootcamp

7440 McKnight Rd Ste 202 126 Dickson Ave

Pittsburgh

Curves

Pittsburgh

PA

15202

8.8

Curves

Bootcamp

8070 Ohio River Blvd

Pittsburgh

PA

15202

9

Curves

Bootcamp

176 Lincoln Ave

Pittsburgh

PA

15202

6.9

Curves

Bootcamp

1250 Freeport Rd,

Pittsburgh

PA

15238

7.6

Curves

Bootcamp

PA

15205

6.5

Bootcamp

Pittsburgh

PA

15216

4.9

Creative Fitness

Bootcamp

2121 Noblestown Rd Ste 4 1333 Banksville Rd Ste 101 5406 Penn Ave

Pittsburgh

Curves

Women's Health Women's Health Women's Health Women's Health Women's Health Women's Health Women's Health Women's Health Gym

2840 Liberty Ave # 202 431 Cabot Way

Pittsburgh

PA

15206

2.3

Curves

Bootcamp

1382 Pitt St.

Pittsburgh

PA

15221

5.6

University of Pittsburgh Duquesne University

Bootcamp

Women's Health University

4200 Fifth Ave

Pittsburgh

PA

15260

2

Bootcamp

University

600 Forbes Ave

Pittsburgh

PA

15219

2.1

Carnegie Mellon University Curves

Bootcamp

University

5000 Forbes Ave

Pittsburgh

PA

15213

2.8

Bootcamp

Women's Health

300 Mount Lebanon Blvd # 2207

Pittsburgh

PA

15234

8.1

Club One - Castle Shannon Fuse Fitness Studio

Bootcamp

Health Club

Pittsburgh

PA

15234

8.1

Bootcamp

Gym

990 Castle Shannon Blvd 4136 Library Rd

Pittsburgh

PA

15234

8.7

Keystone Health Club

Bootcamp

Health club

655 Braddock Ave

Pittsburgh

PA

15112

5.5

Fitwell Studios

Bootcamp

Fitness Studio

8000 McKnight Road

Pittsburgh

PA

15237

7.6

BodyTech

Core conditioning Core conditioning

Personal Training Gym

1130 Perry Hwy

Pittsburgh

PA

15237

9.4

5301 Grove Rd Ste 601

Pittsburgh

PA

15236

8.7

Fitness 19

118

Appendix Fitness 19 Gold's Gym Club One - Waterworks Curves Club Julian Curves Curves Curves Curves Curves Curves Creative Fitness Celli's Fitness Center Curves Curves Curves Club One - Castle Shannon Iron City Elite Pittsburgh Heat Hip Hop Dance Company Pittsburgh Dance Center Los Sabrosos Dance Co. Ideal Dance

Core conditioning Core conditioning Core conditioning Core conditioning Core conditioning Core conditioning Core conditioning Core conditioning Core conditioning Core conditioning Core conditioning Core conditioning Core conditioning Core conditioning Core conditioning Core conditioning Core conditioning Core conditioning Hip hop Hip hop Hip hop Hip hop

Bodiography Contemporary Ballet

Hip hop

DANCINnovation

Hip hop

Carnegie Mellon University

Hip hop

Gym

Pittsburgh

PA

15237

9.3

Gym

3380 McIntyre Square Drive 100 Forbes Ave

Pittsburgh

PA

15222

2.1

Health Club

921 Freeport Rd

Pittsburgh

PA

15238

6.9

Women's Health Health Club

431 Cabot Way

Pittsburgh

PA

15203

3

101 Corbett Ct

Pittsburgh

PA

15237

8.9

Women's Health Women's Health Women's Health Women's Health Women's Health Women's Health Gym

7440 McKnight Rd Ste 202 126 Dickson Ave

Pittsburgh

PA

15237

9.7

Pittsburgh

PA

15202

8.8

8070 Ohio River Blvd

Pittsburgh

PA

15202

9

176 Lincoln Ave

Pittsburgh

PA

15202

6.9

1250 Freeport Rd,

Pittsburgh

PA

15238

7.6

2121 Noblestown Rd Ste 4 5406 Penn Ave

Pittsburgh

PA

15205

6.5

Pittsburgh

PA

15206

2.3

Gym

3356 Spring Way

Pittsburgh

PA

15201

0.6

Women's Health Women's Health Women's Health Health Club

1333 Banksville Rd Ste 101 1382 Pitt St.

Pittsburgh

PA

15216

4.9

Pittsburgh

PA

15221

5.6

300 Mount Lebanon Blvd # 2207 990 Castle Shannon Blvd, 4156 Library Road Building 300 Camp Horne Rd

Pittsburgh

PA

15234

8.1

Pittsburgh

PA

15234

8.1

Pittsburgh

PA

15234

8.9

Pittsburgh

PA

15202

10

4765 Liberty Ave

Pittsburgh

PA

15224

1.5

409 Wood St

Pittsburgh

PA

15222

2

403 Butler St

Pittsburgh

PA

15223

3.8

5824 Forbes Ave

Pittsburgh

PA

15217

4

800 Mt Royal Blvd

Pittsburgh

PA

15223

5.6

5000 Forbes Ave

Pittsburgh

PA

15213

2.8

Gym Dance Academy Dance Academy Dance Academy Dance Academy Dance Company Dance Academy University

119

Appendix Duquesne University

Hip hop

University

600 Forbes Ave

Pittsburgh

PA

15219

2.1

Stillpoint Inc.

Meditation

137 41st St

Pittsburgh

PA

15201

1.4

Schoolhouse Yoga

Meditation

Zen Community Yoga Studio

2010 Murray Avenue

Pittsburgh

PA

15217

6.6

Serenity BodhiWorks

Meditation

PA

15229

8.6

Meditation

201 Montclair Avenue 5608 Walnut Street

Pittsburgh

X Shadyside

Massage Therapy Gym

Pittsburgh

PA

15232

2.7

Yoga 360 / Yoga Whole

Meditation

Yoga Studio

Pittsburgh

PA

15228

7.4

Olma Ling Center for Meditation Sterling Yoga and Wellness Yoga on Center

Meditation

Pittsburgh

PA

15217

6.7

Meditation

Meditation Center Yoga Studio

Pittsburgh

PA

15216

5.8

Meditation

Yoga Studio

360 Broadmoor Avenue 1101 Greenfield Avenue 2889 Glenmore Avenue 6016 Penn Circle S

Pittsburgh

PA

15206

2.9

Consciously Well

Meditation

Health Center

Pittsburgh

PA

15220

8.6

Breathe Yoga Studio

Meditation

Yoga Studio

3000 Swallow Hill Road 113 E Carson Street

Pittsburgh

PA

15203

2.8

Amazing Yoga

Meditation

Yoga Studio

1506 E Carson Street

Pittsburgh

PA

15203

3

Schoolhouse Yoga

Meditation

Yoga Studio

Pittsburgh

PA

15222

0.6

Practique Yoga

Meditation

Yoga Studio

2401 Smallman Street 1332 Liverpool

Pittsburgh

PA

15233

4

Bikram Yoga

Meditation

Yoga Studio

3418 Penn Ave

Pittsburgh

PA

15201

0.6

Amazing Yoga

Meditation

Yoga Studio

730 Copeland Street

Pittsburgh

PA

15232

2.4

Yoga Flow

Meditation

Yoga Studio

5433 Walnut Street

Pittsburgh

PA

15232

2.6

Yoga Hive

Meditation

Yoga Studio

5491 Penn Avenue

Pittsburgh

PA

15206

2.5

Yoga Matrika

Meditation

Yoga Studio

Pittsburgh

PA

15217

3.5

South Hills Power Yoga

Meditation

Yoga Studio

Pittsburgh

PA

15216

6

The Himalayan Institute of Pittsburgh Black Mountain Spirit School of Chinese King Fu South Hills Hot Yoga

Meditation

Yoga Studio

1406 S Negley Avenue 3045 W Liberty Avenue 300 Beverly Road

Pittsburgh

PA

15216

7.1

Meditation

Martial Arts

360 Broadmoor Ave

Pittsburgh

PA

15228

8

Meditation

Yoga Studio

Pittsburgh

PA

15228

7

Carnegie Mellon University Dancespace 304

Pilates

University

704 Washington Road 5000 Forbes Ave

Pittsburgh

PA

15213

2.8

Pilates stretching

Dance Studio

5604 Solway St

Pittsburgh

PA

15217

3.5

120

Appendix Dragonfly Pilates Shadyside Duquesne University

Pilates

Pilates Studio

5518 Walnut Street

Pittsburgh

PA

15232

3

Pilates

University

600 Forbes Ave

Pittsburgh

PA

15219

2.1

Fitwell Studios

Pilates

Fitness Studio

8000 McKnight Road

Pittsburgh

PA

15237

7.6

Harmony Pilates Studio

Pilates

Pilates Studio

201 S Highland Ave

Pittsburgh

PA

15206

3

LatĂŠs Pilates

Pilates

Pilates Studio

Pittsburgh

PA

15215

8

Moxie Mind and Body, Pilates Studio LLC

Pilates

Pilates Studio

1344 Freeport Rd. Suite 2A 24 Market Place

Pittsburgh

PA

15222

2

PHI Pilates Studio

Pilates

Pilates Studio

4158 Library Road

Pittsburgh

PA

15234

9

Physique Rx'd

Pilates

Pilates Studio

Pittsburgh

PA

15233

3

Pilates Center of Pittsburgh Pilates Sol

Pilates

Pilates Studio

Pittsburgh

PA

15228

7

Pilates

Pilates Studio

910 Galveston Avenue 634 Washington Road 900 Penn Avenue

Pittsburgh

PA

15222

1.7

Simple Sol

Pilates

520 Washington Rd

Pittsburgh

PA

15228

6.7

The Dance Conservatory of Pittsburgh University of Pittsburgh V 3 Yoga & Pilates

Pilates

Yoga and Pilates Studio Dance School

3827 Willow Avenue

Pittsburgh

PA

15234

8.6

Pilates

University

4200 Fifth Ave

Pittsburgh

PA

15260

2

Pilates

Fitness Studio

1104 Perry Hwy

Pittsburgh

PA

15237

9.4

Verve Wellness

Pilates

Fitness Studio

142 6th St

Pittsburgh

PA

15222

2

Dancespace 304

Stretch

5604 Solway St

Pittsburgh

PA

15217

3.5

Strength Rx

Stretch

Dance Academy Gym

55 Old Clairton Rd

Pittsburgh

PA

15236

10

Creative Fitness

Stretch

Gym

5406 Penn Ave

Pittsburgh

PA

15206

2.3

The Pilates Center of Pittsburgh Amazing Yoga

Pilates Studio

PA

15228

9

Yoga Studio

1665 Washington Road 730 Copeland St.

Pittsburgh

Stretch Yoga

Pittsburgh

PA

15232

2

Amazing Yoga

Yoga Studio

1506 E Carson St

Pittsburgh

PA

15203

3

Bend Yoga

Yoga Yoga

Yoga Studio

808 Penn Avenue

Pittsburgh

PA

15222

1.7

Bikram Yoga Pittsburgh

Yoga

Yoga Studio

3418 Penn Avenue

Pittsburgh

PA

15201

0.6

Bikram Yoga Squirrel Hill BodyTech

Yoga

Yoga Studio

1701 Murray Ave

Pittsburgh

PA

15217

4

Yoga

Health & Fitness Club

1130 Perry Hwy

Pittsburgh

PA

15237

9.4

121

Appendix Breathe Yoga Studio

Yoga Studio

1113 E Carson St

Pittsburgh

PA

15203

2.8

Yoga Yoga

Yoga Studio

Pittsburgh

PA

15203

3

Carnegie Mellon University Clay Yoga

Yoga

University

1113 East Carson Street 5000 Forbes Ave

Pittsburgh

PA

15213

2.8

Yoga

Yoga Studio

4519 Liberty Avenue

Pittsburgh

PA

15224

1.5

Crown of Eternity

Yoga

Yoga Studio

1032 Winterton St.

Pittsburgh

PA

15206

4.5

Dancespace 304

Yoga

Dance Studio

5604 Solway St

Pittsburgh

PA

15217

3.5

Yoga Studio

Pittsburgh

PA

15217

4.1

Pittsburgh

PA

15232

3

BYS Yoga

Diamond Pathways Counseling Dragonfly Pilates Shadyside Duquesne University

Yoga Yoga

Pilates Studio

6315 Forbes Ave # L115 5518 Walnut Street

Yoga

University

600 Forbes Ave

Pittsburgh

PA

15219

2.1

Yoga Studio

1112 S Braddock Ave # 202

Pittsburgh

PA

15218

6

Fitness Yoga Yoga Fitwell Studios

Yoga

Fitness Studio

8000 McKnight Road

Pittsburgh

PA

15237

7.6

Folding Space Yoga

Yoga

Yoga Studio

745 Greenfield Ave

Pittsburgh

PA

15217

6.5

Inner Hearth Yoga

Yoga

Yoga Studio

Pittsburgh

PA

15206

4

Lululemon Athletica

Yoga

Athletic Store

6736 Reynolds Street 5520 Walnut St

Pittsburgh

PA

15232

3

Physique Rx'd

Power Yoga

Pilates Studio

Pittsburgh

PA

15233

3

Pittsburgh Mobile Yoga

Yoga

Mobile Yoga

Pittsburgh

PA

15201

0

Pratique Therapeutic Yoga Schoolhouse Yoga

Yoga

Pittsburgh

PA

15233

1

Yoga

Yoga Therapy Center Yoga Studio

910 Galveston Avenue Serving the 15201 area 1332 Liverpool St 2401 Smallman St

Pittsburgh

PA

15232

0.5

Schoolhouse Yoga

Yoga

Yoga Studio

5417 Walnut St

Pittsburgh

PA

15232

3

Simple Sol

Yoga

Yoga and Pilates Studio Yoga Studio

520 Washington Rd

Pittsburgh

PA

15228

6.7

704 Washington Rd

Pittsburgh

PA

15228

6.9

Yoga Studio

Pittsburgh

PA

15216

6

Yoga Studio

3045 West Liberty Ave 13 Yost Blvd

Pittsburgh

PA

15221

8.3

Yoga Studio

2889 Glenmore Ave

Pittsburgh

PA

15216

6

Yoga Studio

300 Beverly Rd

Pittsburgh

PA

15216

7

South Hills Hot Yoga South Hills Power Yoga

Yoga Yoga

Spiritworks Yoga Studio Sterling Yoga

Yoga Yoga

The Himalayan Institute of Pittsburgh

Yoga

122

Appendix The Yoga Hive

Yoga

Yoga Studio

5491 Penn Avenue

Pittsburgh

PA

15206

3

Totally Yoga

Yoga

Yoga Studio

1902 Babcock Blvd

Pittsburgh

PA

15209

4.5

University of Pittsburgh Urban Prana

Yoga

University

4200 Fifth Ave

Pittsburgh

PA

15260

2

Yoga Studio

4129 Brownsville Rd

Pittsburgh

PA

15227

8.2

V 3 Yoga & Pilates

Yoga Yoga

Fitness Studio

1104 Perry Hwy

Pittsburgh

PA

15237

9.4

Verve Wellness

Yoga

Fitness Studio

142 6th St

Pittsburgh

PA

15222

2

X Shadyside

Yoga

Gym

5608 Walnut St

Pittsburgh

PA

15232

2.7

Yoga Studio

360 Broadmoor Ave

Pittsburgh

PA

15228

7.4

Yoga Studio

5433 Walnut street

Pittsburgh

PA

15232

2

Yoga Studio

1748 N Highland Rd

Pittsburgh

PA

15241

9.1

Yoga Studio

1406 S Negley Ave

Pittsburgh

PA

15217

3.5

Yoga Studio

6016 Penn Circle South 8 S Fremont Ave

Pittsburgh

PA

15206

3

Pittsburgh

PA

15202

7.6

1112 South Braddock Ave. Suite 201

Pittsburgh

PA

15218

6

Yoga 360 / Yoga Whole Yoga Flow

Yoga Yoga

Yoga Flow Inc. Yoga Yoga Matrika Yoga On Centre

Yoga Yoga

Yoga on Fremont Yoga on the Square

Yoga Studio Yoga Yoga

Yoga Studio

123

Appendix Appendix H: Full Case Studies Case 1: Alvin Ailey American Dance Theater- Ailey Extension 405 W 55th Street (at 9th Avenue), New York, NY 10019 http://www.aileyextension.com About Alvin Ailey American Dance Theater Alvin Ailey American Dance Theater’s mission to “further the pioneering work of Alvin Ailey by establishing an extended cultural community which provides dance performances, training, and community programs for all people.” In addition to its artistic mission, the Theater plays a social role as a performing arts community by “using the beauty and humanity of the African-American heritage and other cultures to unite people of all races, ages and backgrounds” (“Alvin Ailey Dance Foundation Inc.”).

Founded by Alvin Ailey, a dancer and a choreographer, in 1958, the Ailey company “celebrates the uniqueness of the African-American cultural expression and the enrichment of the American modern dance heritage” (“About Alvin Ailey American Dance Theater”).

About Ailey Extension Founded in 2005, the Ailey Extension “offers public dance and fitness classes and workshops to dancers of all levels, from absolute beginners to professionals” (“Ailey Extension FAQs). The Extension provides a welcoming and non-competitive environment with extension instructors who are experts in their fields. They offer over 25 different dance and fitness technique classes and market them as "real classes for real people" (“Help Bring Your Favorite Technique to the Ailey Extension”).

About the Open Division Program Over 80 public classes are offered seven days a week in over 25 different types and techniques; such as ballet, belly dance, yoga, jazz, and theatre dance. In addition, the Extension offers unique classes that bring African-American cultural experience, including West African, Capoeira, Afro-Cuban, and Sabar. Workshops for adults such as Afro flow yoga and various performance workshops also enrich the extension’s programming.

State Prior to Expansion Prior to their expansion, Ailey had no community classes, though they did offer some professional classes and some outreach programs. AAADT was renting space that they could barely fit rehearsals into. Plans for a new building and expansion began in 1998, later becoming the Joan Weill Center for Dance and the community/open programs grew with it. (NY Times Real Estate Posting, Sept. 29 2002) Key Players During Expansion Lisa Johnson-Willingham, The Ailey Extension Director Individuals Interviewed Yvette Campbell (online interview from 2006)

124

Appendix Factors Leading To Offering Open Division Programming Ailey decided to expand their space and their programming options because they believed, on a fundamental level, that dance is for everyone. So they set out to create a space where people would feel welcomed and inspired. Their goal was to increase students rates 33-50% of their total capacity (Zlokower).

Steps of Expansion In April 2005, the Ailey Extension was launched to provide an exciting dance and fitness program for the general public of all levels. In 2010, it was noted that over 35,000 people have taken public classes at the Extension since its inception.

Key Success Factors Relevance to its mission and identity The Extension’s program is relevant to its own and its umbrella organizations’ missions. Its programming represents the organization’s unique identity of bringing African American dance heritage.

Diverse Program Options They provide over 25 different techniques, from fitness to dance, and from yoga to cultural dance.

Responsive to community They opened the door for teachers to apply to ‘bring [their] favorite technique to the Ailey Extension’ in 2012. The Extension listened and responded to what the community said by letting the public get to vote on the top choice via social media (Ailey Extension Blog).

Visibility to community Community can see classes from outside of the building from studios’ full glass window, which is an effective marketing tool.

Program Differentiation The Ailey Extension refers to itself as a “sanctuary to refresh your soul.” Unlike a gym, the space is light, airy, and spacious, and as people walk in, they instantly are drawn into a sense of history and a connection with the company, via photographs on the walls (famenycmageditor).

Other factors The Ailey Extension created a number of initiatives to increase their student rate. First, they draw from their already existing patron pool by allowing audience members who were first time students to bring in a ticket stub for a free class. They also created an open door policy, so students could switch between classes and teachers until they found a combination that worked for them. The Extension offers a senior citizen discount for students 60 years of age or older.

They also offer discounts to employees or their Corporate Donors.

125

Appendix Case 2: Ballet Arizona- Open Adult Program 2835 E Washington Street, Phoenix, AZ 85034 http://balletaz.org/school/ About Ballet Arizona Ballet Arizona provides training that is based off of “evolving, yet traditional, concepts of classical ballet.” Their training program is designed to prepare students who are ready to enter a professional dance world. Their open classes are designed to provide training to those who are “looking to dance as a supplement to enrich their lives.”

About the Open Adult Program Ballet Arizona offers classes for students aiming to be professional dancers as well as open classes for teens and for adults. Teen open classes, for kids ages 12-18, are offered in ballet and in jazz. The open adult program is open to individuals aged 14 and up. The program always offered ballet, in three levels. In the fall of 2013, Zumba, yoga, tango, ballroom, and jazz were added. These classes are currently struggling to build regular attendance.

State Prior to Expansion The School at Ballet Arizona shares the same space as the company, for both rehearsals and classes. In 2009, both were using a facility that had only 3 studios and two bathrooms. These limitations meant that the professional dancers could only rehearse from 9am to 4:30pm. The organization was also suffering from budget cuts and had to let go 25% of their administrative staff (Neighbor).

Individuals Interviewed Alison Morse, School Manager, answered question via email regarding the school and State prior to expansion.

Steps of Expansion Cost: $10 million Space: 45,000 square feet, including a 299-seat performance space The school needed to have more space for their company to rehearse and for their students to take class. They decided to relocate to a space four times the size, with a total of 10 studios. This was funded through $3 million in bonds from the city of Phoenix, generous gifts from major donors, and an aggressive capital campaign, “Next Step”, from the ballet (The campaign raised 80% of the total $10 million cost of the expansion (Gallen).

Key Success Factors Faculty The school has an excellent faculty, which makes people want to take classes.

Response to community The open division strives to be responsive to the wants and needs of the community, so people feel like their opinions are valued.

Reputation

126

Appendix Students know they are training in the same space that the professional company works in, which acts as a guarantee of the quality of education they will receive.

Program Differentiation The school is affiliated with the professional company. As such, students are able to study in the same facility where the professional dancers rehearse. This is a selling point, as are the highly talented and qualified teachers.

Two marketing strategies that Ballet Arizona has employed are to offer free sample classes to students as well as offering unlimited classes for a month, at a reduced rate. The ballet continually reviews their pricing options so that they can find ways to draw in new students and keep them.

Looking Forward Adult programming could be improved by developing a larger advertising budget. This is a factor that needs to be looked at in the future. Also something to consider moving forward is the wants of the community. To that end, the ballet recently sent out surveys to its adult students asking for feedback and areas for improvement.

Steps to Adjust to Community Wants in the Future As mentioned above, the school realized that programming could be improved by adjusting classes to community wants. Within the past year, the school sent out an extensive survey to its adult students asking for their feedback on programming.

127

Appendix Case 3: Ballet Austin- Butler Community School 501 W 3rd Street, Austin, TX 78701 http://www.balletaustin.org/ About Ballet Austin Ballet Austin is the 15th largest classical ballet company in the country and also operates the largest combined training facility associated with a professional ballet company in the Unites States. Ballet Austin Academy is the official ballet school of Ballet Austin and serves more than 900 students each year. Ballet Austin’s apprentice company, Ballet Austin II, offers an opportunity for post high school, advanced dancers to hone their skills in a professional environment. Established in 1999 by associate artistic director Michelle Martin, Ballet Austin II is made up of 11 nationally emerging artists ("About Ballet Austin").

Ballet Austin Core Values We dance...with innovation and creativity.

We dance...to preserve and evolve the rich tradition of classical ballet.

We dance...to teach the next generation of artists.

We dance...to encourage lifelong health and well-being.

We dance...to honor the diversity of the human experience.

We dance...to enrich our community.

We dance...with integrity, excellence and passion.

We dance ("About Ballet Austin").

Ballet Austin Core Purpose Ballet Austin is classically innovative. Through excellence and faithful stewardship, we create, nurture and share the joy of dance ("About Ballet Austin").

About Butler Community School Founded in 2007, the Butler Community School (BCS) serves over 3,000 people of all ages and skill levels with year-round classes in ballet to modern, hip hop to hula, and jazz to Broadway.

The BCS also has one of Austin’s top-ranked Pilates Centers, and offers a wide variety of courses including yoga and Feldenkrais®. The company has developed outreach initiatives that reach 31 Central Texas school districts and 200 other area non-profits.

The goal of BCS is to get people active and moving in a variety of ways. Through the school, there is programming for toddlers (Stories & Music in Motion) up through their oldest dancer who is 96 years old. Their Pilates center accounts for almost half of its budget, as far as income, and brings in different clients from drop-in classes. According to Cookie Ruiz, the Executive Director at Ballet Austin, “that’s a good thing for us because we want to have something for everybody, which is our tagline. You’ll find something here that will work for you: whatever level, whatever age, and whatever physical condition.”

BCS also offers cultural courses to increase cultural connection through dance. This has provided a place for the community to explore cultural identity, and for the city to also experience cultural identity. These courses are facilitated through hiring expert instructors and encouraging education. “Dancing is universal, and it crosses not only generations but cultures” (Parsons, Ruiz).

128

Appendix State Prior to Expansion In 1997, during the first strategic planning, as Cookie Ruiz became General Manager (the title later became Executive Director), they identified that they needed a building. 10 years later, in 2007, they moved in the new building.

For 10 years, they ran a business off of 4 non-contiguous rentals over 10 blocks, none of them connected. They had 5 satellites (and at one point, 7 satellites), and they were all financially successful. When Stephen Mills became Artistic Director, the first thing he did was close all of the satellite schools. Although they were financially successful, they were all off brand and not able to offer a full Ballet Austin experience. Upon these closures, Ballet Austin communicated to the board that they needed a building.

They found their new building, which currently houses their school, in October 2002. Ruiz was determined to continue the brand that Ballet Austin exists to train professional. “When we knew we were going to have a new space, I tried to figure out how we can keep the classical ballet piece of it and make it even more pristine. So to me, the open division was a distraction from that” (Parsons, Ruiz).

Key Players During Expansion Cookie Ruiz, Executive Director Vicki Parsons, Butler Community School Director Stephen Mills, Artistic Director Individuals Interviewed Cookie Ruiz, Executive Director Cookie Gregory Ruiz has more than 25 years of experience in the areas of strategic planning, organizational development and non-profit fund-raising/management. Ms. Ruiz serves as a speaker, facilitator and presenter for a variety of leadership conferences. In 1996 Ms. Ruiz joined the staff of Ballet Austin as Development Director, became General Manager in 1997 and Executive Director in 1999 (“Executive Team”).

Vicki Parsons, Butler Community School Director Vicki Parsons began as a volunteer for Ballet Austin and then joined the staff in 1999. She has over 25 years of experience in promoting physical activity to people of all ages, specifically in using therapeutic recreation to improve overall wellness. At PBT, her primary role is to “develop, implement and manage dance and fitness programming in the Butler Community School, and through classes and community-based programs, promote the value of life-long health and wellbeing through a wide variety of movement styles to a multi-generational enrollment.” Her current certifications include: Senior Fitness Instructor, Youth Fitness Specialist, Group Exercise Instructor, Fitness Business Manager, and Advanced Sports Nutrition ("Directors, Faculty, and Staff").

Factors Leading to Offering Open Division Programming When asked this question in an interview, Vicki Parsons responded that she wants Ballet Austin “to be a place where the community would come in and have education. Education may have nothing to do with dance. I want it to be a center for life. You are not necessarily here about being educated about dance” (Parsons, Ruiz).

129

Appendix Steps of Expansion When planning the expansion, Ballet Austen needed to consider the options of leasing property versus purchasing the property. In the end, it was decided that Long Center and Dell Children’s Hospital would lease the space from them, which took care of all the remaining fees on the building so that they didn’t any additional debt.

Another aspect that they carefully considered was that they were creating a community school that would still uphold the quality of Ballet Austin. This consideration resulted in The Butler Community School growing by 400%, going from about 400 people attending open classes, to about 5,000 people (adults) attending drop-in last year. They utilized websites of other programs, specifically the Alvin Ailey Extension, as their main sources for the development of the school.

Key Success Factors Clear Mission for the school Having a clear and distinct mission from their ballet company was a key component to their success. They had a different individual programming for the Butler Community School who could actively reach and outline its unique goals.

Location Donors would be interested in where the building is and the downtown location encourages curiosity from passerbyers. “In my estimation, location, location, location is a very important reality of this” (Parsons, Ruiz).

Being selective in staffing “It is about getting the right people on the bus” (Parsons, Ruiz).

Supportive Leadership “It is having an Executive Director and an Artistic Director who think outside the box, are creative, innovative, and forward-thinking, are willing to see beyond just the classical ballet model...And a board, who takes classes like Zumba, beginning ballet, and balance” (Parsons, Ruiz).

Distinct programming made for the school The programming developed by someone other than who developing programming for the academy.

Relevance to the community The Butler Community School ensures that their programming is relevant to the needs and wants of the community. This involves both the demand for classes and making up for certain needs. This includes starting programs targeted to certain populations to increase health and fitness within their everyday lives or creating courses while keeping all age groups in mind.

Visibility and availability to the community.

People can see classes from studio’s full glass window, and also they can just drop-in and do the registration online.

130

Appendix Appropriate marketing channels Social media is the main mode of marketing for the Butler Community School, encouraging drop-in classes and new students.

Connection to main mission Ballet Austin creates a connection between their training school and the Butler Community School through adding to their mission upon the expansion.

Flexibility in programming The Butler Community School stays flexible in its programming in regards to being responsive to current trends and always trying new classes. It is also important to move forward with a different programs based on the wants of the community and utilize trial and error for classes, being able to transition from one class to another when necessary.

Watching & Listening Keeping ears open for new trends or community wants.

Partnerships Partnerships with the community maximize Butler Community School's ability to integrate into the community. Through these partnerships, they have been able to further their mission of fitness. An example of one of these partnerships is GENaustin, the Girls Empowerment Network.

High Quality Instructors All instructors are considered on the authenticity and high quality of their teaching skills.

Program Differentiation The Butler Community School has over 75 drop-in classes (single ticket) a week, which take place 7 days a week from 8am - 10pm. The marketing is social media run, surviving off of minimal print media and relying on the very fast paced and current nature of social media.

Attendance is also encouraged by providing discounts to parents of academy students and encourage them to be “active in [their] own way” (Parsons, Ruiz).

The programming expansion has seen distinct growth in the number of men taking classes because of word of mouth and programming offered that make people feel comfortable, an example being video dance. “We don’t put video dance at 5:00pm, that’s at 8:00pm or 9:00pm.

That would also often lead to meet-ups; like the class might go to bar after that. It’s a community. It is finding that sense of community” (Parsons, Ruiz).

Another differentiation for The Butler Community School is that they create different tracks of classes for specific populations, including:    

The Pink Ribbon Program - for post-operation individuals; Mobility courses for practical use - classes specifically targeted to older adults and mobility impaired adults; Outdoor community courses - i.e. marathon prep, recovery; and Cultural classes - courses to educate and to support the identification of culture.

131

Appendix Steps to Adjust to Community Wants in the Future The Butler Community School will staying flexible in their programming, Vicki Ruiz states that she would keep listening to the wants of the community and if it makes sense the Butler Community School will use the scientific method to see if a program works. If the community comes, then they keep it. If the community doesn’t want that, then they eliminate the program. Ballet Austin has been intentional in identifying the demographic direction of the community and see that there will be an increase in the Hispanic and Asian populations. This will be a consideration as they maintain their relevance within the community as the community school to attend.

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Appendix Case 4: Boston Ballet – Open Division Program 19 Clarendon Street, Boston, MA 02116 http://www.bostonballet.org/school.html About Boston Ballet Boston Ballet School’s mission is aimed at “providing the highest quality, comprehensive dance education for all and creating the next generation of versatile, well-rounded dancers for Boston Ballet and the profession. Above all else, [the school’s] goal is to provide our students with the immeasurable value of a dance education that extends beyond technique.”

The school offers classes at three locations: the Boston studio; the Newton studio; and the North Shore studio. The Boston studio is the main location, teaching all four of the school’s divisions. The two satellite locations each have created relationships with community organizations in their vicinity, leading to strong community support of their programs.

Program/Open Division Boston Ballet offers three student class divisions: the Children’s Program (up to age 7), the PreProfessional division (audition only), and the Classical Ballet Program, which offers professionallevel training for non-professional students. After five years of training at the school, students audition for the Pre-Professional division. Those who are not accepted can continue intensive training in the Classical Ballet Program. This program has three levels and, like the PreProfessional division requires students to train six days/week. Students can also chose to enroll in the Flex program, a subdivision of the Classical program which allows students to choose their commitment level. Flex students take the same quality classes, but can opt to take as few as two classes a week (three, if they want to continue on pointe).

Boston Ballet also has a strong Adult Dance Program, for dancers over the age of 16. They offer ballet classes at four levels (beginner, beginner/elementary, intermediate, and advanced) as well as Pilates, Character, and Introduction to Dance. Introduction to Dance is a non-dance based hour-long class, designed to expose students to the basics of ballet, a brief history of the art form, and an introduction to the Boston Ballet. The adult division sees over 2,500 students/year, between all three of their studio locations.

State Prior to Expansion Boston Ballet School’s MetroWest facility taught approximately 600 students each week. But the 8,360 square foot facility was at capacity and the school had to put students on a waiting list each year (Olsen).

Individuals Interviewed Tamara King, Principal of Newton studios Tamara King, Principal, Metrowest studio and SDP Newton, originally from Albuquerque, New Mexico studied under Suzanne Johnston, Soili Arvola, and Leo Ahonen. In 1981, Ms. King received a full scholarship to study with Boston Ballet Summer Dance Program where she had the opportunity to work with such wonderful teachers as Violette Verdy, Helgi Tomasson, and Colette Kaufman. In 1981, Ms. King joined the Louisville Ballet as apprentice, and the following year she joined the corps de ballet where she danced a number of soloist and principal roles throughout the year. In 1982, Artistic Director, Bruce Marks personally invited Ms. King to join 133

Appendix Ballet West in Salt Lake City, Utah where she danced a wide range of repertoire until 1987. In 1987, Ms. King joined Mr. Marks at Boston Ballet where she continued to dance professionally until 1991. In 1991, Ms. King retired and returned to New Mexico to raise a family and to pursue her teaching interests. In 1994, Ms. King returned to the east coast where she was invited to join the faculty and serve as director of the Summer Dance Workshop at Walnut Hill School. Ms. King returned to Boston Ballet School in 2001, where she has served as a full time faculty member under Rachel Moore, Director of the Center of Dance Education. In 2003, Ms. King was promoted to principal of the Boston Ballet Summer Dance Program and in 2005, Ms. King became principal of the MetroWest Studio as well as SDP Newton. Ms. King resides in Northbridge, Massachusetts with her husband and two children.

Christopher Hird, Artistic manager and head of adult programming.

Christopher Hird was born in London, England and trained at The Royal Ballet School. He toured Europe professionally as part of a company headlined by the internationally acclaimed ballerina, Sylvie Guillem. After retiring from the stage, Hird worked as the assistant to the director at the British Ballet Organization, and later as the assistant to the development manager at The Royal Ballet School. He earned a Bachelor of Arts in dance from the University of Surrey (Roehampton Institute), and a Diploma from Canada’s National Ballet School’s Teacher Training Program.

Hird has served on the international jury of the Japan Grand Prix in 2008 and 2010, the Surrey Festival of Dance (Canada) in 2007 and 2008, the Goainia Dance Festival (Brazil) and the Connecticut Classic in 2012. He has been a guest teacher for Alvin Ailey American Dance Theater, Canada’s National Ballet School, Nevada Ballet Theatre Academy, Cecchetti Council of America, Harvard University, and Middlesex University (UK).

Hird joined Boston Ballet School in 2003 and was promoted to Artistic Manager in 2009. He teaches students in the Classical Ballet and Pre-Professional Programs as well as being part of the senior leadership team. For Boston Ballet’s Next Generation, he has presented several PreProfessional Program levels and assisted with the staging of excerpts from Napoli, Act III in 2010.

Hird is also a Children’s Ballet Master for Boston Ballet’s The Nutcracker.

In 2013, Hird was also appointed Head of Adult Programming. He oversees the artistic vision of the program as well as developing and enhancing the adult students’ involvement and experience with Boston Ballet.

Note that the adult program has been around for longer than either of them has been in their position, so little information was gleaned regarding the school’s state prior to their decision to physically or programmatically expand.

Steps of Expansion Physical expansion in 2003 (Hildebrand) Cost: $1.5 million Space: 15,800 sq. feet Following Boston Ballet’s physical expansion in 2003, the school added 5 studios, locker space, and a parent lounge. The school was also able to enroll an additional 135 students per year (Olsen).

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Appendix As for programmatic expansion decisions –the decision to offer adult classes was never questioned. Accessibility and inclusivity have long been a part of the Boston Ballet School’s mission. In fact, all of their divisions, excluding the professional one, make inclusivity their number one priority. And adult classes, which serve an older segment of the community, have always been a component of the mission. However, the school stresses that it is not trying to be all things to all people. Though it aims to welcome everyone, it does not aim to be a recreational pastime. Their non-professional classes do not compromise quality; all classes, regardless of level, have the same teachers, studios, and pianists.

The Classical Ballet Program was created because the school realized that some students were not suited to be professional dancers, but still wanted the opportunity to receive high quality training. The program was designed with the goals of not alienating kids without the necessary skills or interest and still offering a track that would maintain the integrity of, and not undermine, the art form.

Key Success Factors Organizational culture All members of the staff truly believe in the mission of being accessible to the entire community.

This allows them to all speak in one voice, and to put in the necessary hard work to create a series of quality programs for all skill levels.

Marketing When appealing to adults, programs have to look enticing but not intimidating.

Reputation The school’s image is one of prestige and excellence. The adult classes have that same reputation, but are also viewed as welcoming and accepting of all abilities.

Faculty All faculty members are passionate about helping students succeed, regardless of level or abilities.

Engaging adult students with the rest of the organization Adults want to feel that they are a part of a larger, quality, thing, not just coming in to take class and treated as extra components of an already functional system. To that end, adults are offered benefits that will allow them to engage with the company and the larger school, such as discounted tickets to company performances. There are also special events catered just to adult students. For instance, social functions, following performances. This encourages students to socialize and talk with people of similar interests, which in turn makes them want to return to class. Adult students also receive a e-newsletter designed specifically for them, including sections such as “get to know your teacher” and “what inspires you to take class?”

Program Differentiation The adult program at the Boston Ballet School faces competition from other local fitness and recreational facilities, but it differentiates itself primarily through its teaching staff and teaching 135

Appendix philosophies. The school has a reputation for being professional and high quality, so all students know that, while their classes may be easy and welcoming, they are receiving first-rate training.

The school tries to convey, in all of its marketing materials that it is limited in its offerings but what it does offer it does best.

Additionally, the faculty is all in place because of their ability and interest in teaching adult students. It was pointed out how sometimes teachers in other schools feel like adult classes are “lesser”, but at Boston ballet, the teachers are selected because they want to help their students excel, regardless of their level.

Factors that Would Improve Programming When asked how the school avoids making the Classical program appear “less” than the Professional track, those interviewed said that the attitude is just an ingrained part of the school’s culture. Everyone accepts the fact that the experience they receive, regardless of the program they are placed in, will be of a high quality and will receive the same type of excellent teachers, a strong and progressive curriculum, and will learn to appreciate and love the art form.

Students in the Classical Ballet Program also get the opportunity to perform at the end of the year, which makes them want to return each year. To continue, and improve upon, the success of this programming, it is essential that this organizational mindset continue to remain strong.

Changes that Would be Made When the Classical Ballet Program was first implemented, it was a very abrupt cut. This caused students who were asked to leave the professional track to be very upset. A better approach, in retrospect, would have been to grandfather the program in so that kids who were already in the professional track could remain in it.

Steps to Adjust to Community Wants in the Future Looking forward, Boston Ballet School wants to focus on retaining first time students, so that once they walk in the door, they stay for more classes. They also want to continue to deepen the engagement between non-professional students and the professional company. The best way to do this is to get good teachers, who know how to and like working with adults, and then keep them. Consistency is essential because many adult students return to class solely because they have developed a strong relationship with their teacher.

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Appendix Case 5: Carnegie Mellon University – Fitness Program 5000 Forbes Ave, Pittsburgh, PA 15213 http://athletics.cmu.edu/recreation/index About Carnegie Mellon University Vision Carnegie Mellon will meet the changing needs of society by building on its traditions of innovation, problem solving, and interdisciplinarity ("Vision & Mission").

Mission Statement To create and disseminate knowledge and art through research and creative inquiry, teaching, and learning, and to transfer our intellectual and artistic product to enhance society in meaningful and sustainable ways.

To serve our students by teaching them problem solving, leadership and teamwork skills, and the value of a commitment to quality, ethical behavior, and respect for others.

To achieve these ends by pursuing the advantages of a diverse and relatively small university community, open to the exchange of ideas, where discovery, creativity, and personal and professional development can flourish ("Vision & Mission").

Description of Fitness Program “Come healthy, leave healthier” is the slogan for CMU’s fitness program, which includes a pool, gymnasium, and exercise equipment available for group and individual use, Physical Education classes, and Group X-ercise classes, which are open to the community. The University Center (UC) opened in 1996 and became the home-base for the fitness program. Although it is a mixed-use building, “it is intended to provide a welcoming and inclusive gathering place for all members of the University community.” The recreational fitness areas currently include a fullsize gymnasium for basketball or volleyball, a weight room with a complete set of weight machines, racquetball/squash courts, a 25-yard lap swimming pool, a separate diving well, and a studio for group exercise classes ("About the CUC”).

About Group X-ercise CMU not only welcomes the campus community, but additionally encourages the Pittsburgh community to embrace their slogan through free use of the outdoor track and Group X-ercise classes at affordable prices. Single class cards ($5.00) and 12 punch cards ($40.00) can be purchased at the UC, allowing people to drop in when they have the time and also try different classes instead of restrict them to certain classes with their class card purchases. After presenting the class card at the Equipment Desk of the UC, participants receive a wristband for their respective class.

These classes began in the 1970s during the “Jazzercise” craze with Dance and Gymnastics, a semester-long class offered by the Physical Education department of Athletics (“Group-X: How It All Began”). Female student-athletes were the first instructors, with Aerobic Dance classes three times per week. Interest grew quickly as the campus recognized the stress reduction and health benefits along with how enjoyable the classes were. Male students soon became instructors as well and the class options grew to include programmed chorography and props such as steps, 137

Appendix weights, balls, and bands (“Group-X: How It All Began”). These classes often took place during lunchtime and attracted as many as 75 participants, including faculty, staff, and students.

Today the program is called Group X-ercise, or Group X, and offers 30 to 35 fitness classes per week. The offerings are constantly changing with trends and the availability of high quality instructors with necessary certifications.

State Prior to Expansion (for Upcoming Expansion) Since beginning phase one of the expansion project, which includes the new soccer and intramural field, inventory has doubled and activity has quadrupled according to Susan Bassett the former Director of Athletics, Physical Education, and Recreation. Despite the limited resources currently available, about 1,000 individuals swipe their ID cards daily at either the University Center or Skibo Gym facilities, with exponential growth being seen in the past ten years in the “amount of participation in recreational and instructional programs, physical education and group exercise classes, intramurals and free recreation” (“University Center Addition”).

Key Players During Expansion Susan Bassett, Director of Athletics, Physical Education, and Recreation; Susan Bassett left the university this past July to become director of athletics at Ithaca College, her alma mater Josh Centor, former CMU's associate director of athletics and current interim director Pattye Stragar, Fitness Operations Manager at Carnegie Mellon University Jared L. Cohon, former president of Carnegie Mellon University Dr. Subra Suresh, Carnegie Mellon University's ninth president who began his tenure during the summer of 2013 In addition, the design phase of the project also included university focus groups to help determine the direction and needs of the expansion.

Individual Interviewed Pattye Stragar, Fitness Operations Manager, Carnegie Mellon University Pattye Stragar is in her eleventh year with the Carnegie Mellon Department of Athletics. She graduated from Kent State University with a bachelor's degree in physical education with a minor in coaching and secondary education and earned her master's degree in physical education from Ithaca College. Pattye teaches physical education classes including fitness fusion, aqua at both ends, adult swimming, beginning tennis and beginning golf, in addition to being certified in a large number of other classes so she can substitute for instructors when they are not available to teach their class. Prior to working at Carnegie Mellon, Pattye was the women's gymnastics coach, synchronized swimming advisor, cheerleading advisor, women's intramural director, taught physical education classes & private lessons in golf and tennis at Northwestern University (“Pattye Stragar”).

Factors Leading to Expansion The following needs will be met through the upcoming expansion, taking CMU to a higher level as a whole and opening up a variety of possibilities while making accommodations for current needs: 

Black box theater for student performance groups; 138

Appendix      

New front door and lobby area facing Forbes Avenue; Additional locker rooms and storage; Improved circulation and equipment desk area; Administrative office suite; Pool balcony with HVAC improvements; and More exercise studios; plans include three exercise studios, one of which will be dedicated spinning studio with a video screen to simulate biking trails (“University Center Addition”).

Factors Considered in Expansion Student/Staff/Faculty Experience In addition to improving the fitness and health of the university community, there is also hope that the expansion will enhance campus life overall and help to recruit and retain students, faculty, and staff by shifting the center of campus. This will be accomplished by giving additional space for extracurricular activities, such as rehearsal space, and creating a new door/lobby area facing Forbes Avenue, welcoming people on campus.

Inviting Environment The new facilities are meant to be more enjoyable and aesthetically pleasing by letting in more sunlight. The hope is that with a more inviting environment, more people will be encouraged to participate.

Space for fitness activities A major component to the facility expansion, in addition to more rehearsal space, is more space for cardio, weightlifting, and fitness classes. Increased use of fitness facilities over the past ten years can be credited to outreach efforts and high quality teaching; expanded facilities are expected to continue this growth of engagement with the campus community in the future.

Steps of Expansion Size: 45,000 square-foot addition Cost: $22 million Logistics: Three phase plan that began with the soccer and intramural fields and will continue this spring with the University Center building; there are no plans to dramatically expand programming but instead to accommodate the demand for the current offerings.

Key Success Factors Attendance at fitness conventions Fitness conventions have helped immensely despite the lack of other representatives from colleges and universities. The feedback from others in the industry is invaluable and it helps to know what classes are trending from the industry leaders themselves. It is also a great way to experience the classes before committing to them for your own organization.

Scheduling Scheduling is one of the most difficult but most important areas when programming.

Determining what days and times are key for attendance. Some other areas that need to be considered are the opinions of students, whether it is through personal conversations or feedback on instructors and programming options; how much time is allocated between classes, which can promote socialization and community, but can be disruptive to classes immediately 139

Appendix following; and having instructors teach multiple classes for efficiency and building a relationship with the school.

Visibility The current studio where classes are taught allows others in the building to watch. This has been considered a key success factor, as it allows a feeling of openness, and encourages others to take the class by seeing it, but it can also be a negative aspect, as not all students like being watched. It is the job of the instructor to guide the class in a way that ensures that students are not uncomfortable with how they are being viewed by people outside the studio.

Sense of Community It is important to have everyone participating in classes together. By including the staff, faculty, and students in the open division classes together, people are able to not only build more social relationship, which is a way to build their desire to return, but also because they are able to see their mentors and role models doing the same thing that they are. This key success factor also includes having diverse options to meet the wants of a diverse audience. It may take a little while for the class to catch on, as word of mouth does not work immediately, but it will create an feelings of openness and welcoming to the community, who will in turn be willing to try new classes when they feel a part of that internal community.

High Quality Instructors Instructors must be certified. At CMU, instructors are paid $25 per 45 minute class, with the exception of yoga instructors, who are paid $30 per 45 minute class. All instructors also must pass a background check in order to teach, allowing the option for children to take classes with parents, although equipment use is not always allowed for the children, instead encouraging the use of body weight. Additionally, instructors are considered not only on the high quality of their skills but also their ability to teach multiple classes, building a better relationship with the school and students and also aiding in scheduling.

Flexibility in programming Group X is extremely flexible in its programming in regard to trying new classes. This is especially true with more cultural classes, where students from the native cultures become instructors, educating others on campus in their own personal areas of fitness expertise. Additionally, the programming is very adaptive to schedules, taking into consideration the campus schedule and the lifestyles of both students and faculty/staff.

No fear of admitting failure and moving on Because of the flexibility and diversity of programming in the Group X program, there also has to be no fear of admitting when a class is not working and moving forward with a different class. If different time slots on different days have been tried, after about a year it is time to shelve the class. It may be the current audience or current trends and could work at a different time in the future, but it is important to know what a class is not working with the program so that the time slot, facility space, and skills of the instructor can be better utilized.

Program Differentiation The CMU differentiates itself by differentiating its programming. Without the proper environment to keep the studio warm enough for hot yoga or the capability to hang curtains to properly isolate the studio to create the right “atmosphere�, Pattye soon learned that CMU 140

Appendix could not be a yoga studio, nor did she want it to. By keeping the programming options diverse, catering to the communities on campus, and keeping the classes inexpensive, they are able to uniquely bring very different audiences together through fitness. By not limiting themselves beyond their current facility limitations, the CMU Group X classes allow people to embrace each other’s cultures, using an educational environment to overcome inhibition and learn about different forms of fitness from instructors who are a part of that culture.

Factors and Resources that Would Improve Programming Instructors and personal trainers at CMU are constantly looking for more space, more equipment- the demand is high and the current resources are very low, especially when the space is shared by fitness instructors, individuals, and also campus groups. Additionally, it is extremely expensive to maintain certification in such a wide variety of classes, which is not ideal with the low cost classes provided due to the limited income of the audience.

Changes that Would be Made With the equate facilities and equipment, a change that would be made is to offer a cardio, strength, and mind-body class throughout the lunch and evening timeslots. By having all three at the busy times of the day, more of a need can be met. This would work in tandem with the change of having instructors teach back to back classes, enabling them to spend more time in the facility and truly welcoming them as a part of the program. Additionally, if this scenario were to be made true, instructors would also be asked to become personal trainers and be given lockers in order to truly be respectful of their time and skills.

Steps to Adjust to Community Wants in the Future Although the plans for the facility expansion do not seek to collect very much community input, it is because the hype and excitement around campus make it unnecessary. With the new president’s wife leading a healthy campus initiative, it is difficult for people to not give feedback on the plans. One exception to this is if any programming, such as programming with large groups of people were to be planned for outside, input from neighbors would be key to making the events a success. Pattye does, however, plan to continue seeking input from those that attend Group X classes in order to proceed with programming schedules based on feedback from those that actually take the classes.

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Appendix Case 7: The Pittsburgh Symphony Orchestra – Music and Wellness Program Heinz Hall, 600 Penn Avenue, Pittsburgh, PA 15222 http://www.pittsburghsymphony.org About The Pittsburgh Symphony Orchestra Mission: The Pittsburgh Symphony Orchestra provides musical experiences at the highest level of expression to enrich the community and to satisfy the needs and preferences of our audiences. We work together to support an internationally recognized orchestra and ensure: a viable long-term financial future; a fulfilling environment for our Orchestra, Staff, Volunteers and Board; and the unsurpassed satisfaction of our customers.

The Pittsburgh Symphony Orchestra is the largest and most prominent symphony orchestra in Western Pennsylvania and surrounding region. Evolving over decades, they have expanded programming to include traditional and contemporary symphonic music, popular music, children’s concerts, educational programming, and recently, health and wellness programming.

About The Music and Wellness Program Through collaborative work with music therapists and healthcare professionals to bring therapeutic, the PSO has brought live music to individuals and wellness resources to Pittsburgh locals and audiences worldwide.

The program is led by both staff and musicians, sessions include visits to hospitals, regular blog posting, and collaborative fitness activities with local organizations. Participants in the program include patients, their families, healthcare staff, and community members. By interacting with participants and performing relevant and meaningful music, PSO musicians help participants meet their physical, emotional, and social needs.

As the program has evolved, the specific performances and experiences created by the Music and Wellness program have been tailor made for the occasions and people involved. For example, The Children’s Hospital holds a memorial service for children that have lost their battle against a terminal illness while staying at the hospital. Families of the children are invited to mourn as a community and to celebrate the lives their children had. Work between the musicians and the music therapists has created a performance program that allows for moments of remembrance, catharsis, and celebration.

Many of the programs have grown into a partnership between the staff and musicians of the PSO and the music therapists in the facilities. Musicians work very closely with the therapists to plan the repertoire, while the staff works diligently to ensure an easy, comfortable, and soothing performance experience for everyone involved.

State Prior to Expansion After Penny Brill’s battle with cancer led her to discover the healing power of music, PSO began to organize concerts and performances. These performances were intermittent, mostly planned by the musicians, and occurred in various health facilities and hospitals throughout Allegheny County.

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Appendix Key Players During Expansion Lorna McGhee, Principal Flute Jessica Ryan, Manager of Education and Community Programs Music Therapists from Children’s Hospital of Pittsburgh, local VA Hospitals and other surrounding health organizations Individuals Interviewed Jessica Ryan, Manager of Education and Community Programs Jessica Ryan, a violinist who also plays viola and piano, began her professional career not too long ago by taking the position of Manager of Education and Community Programs for the Pittsburgh Symphony Orchestra (Kanny). She has spent the past year developing content for the PSO’s new Music and Wellness website (wellness.pittsburghsymphony.org), “a comprehensive resource center for anyone interested in using music to promote general health and wellness.”

Ryan joined the PSO after completing her Bachelor of Arts degree in Music at the University of Wisconsin-Stevens Point and then graduating from the Master of Arts Management program (Ryan).

Steps of Expansion The program began to expand in 2009 as the PSO staff and musicians started to see ways in which they could make the program more effective and meaningful. Lorna McGhee, Principal Flute, wanted to deepen the connection between the PSO and the partner organizations, which meant paring down the list of partners to those with which they could be the most effective. In evaluating which partners to stick with, the PSO consulted with music therapists and for the most part, stayed with organizations that have a resident music therapists who can help the PSO tailor the programming to ensure that what they do is effective.

Jessica Ryan expanded the Health and Wellness Program to include the general community, not just the sick and elderly. This includes occasional events, such as Music and Yoga at Bend Yoga in Downtown Pittsburgh; a blog discussing music and its benefits for fitness and emotional health; and visits to local orphanages while on tour. To this point, there has been expansion of space or staff, with all additional work being done by Jessica Ryan and her department.

Key Success Factors Music Therapists that ensure the relevance of the programming The PSO wanted to ensure that the relationship between the participants and the organization was as beneficial to the participants as possible. In order to ensure a truly therapeutic nature in the Music and Wellness programs, music therapists were consulted to guarantee the effectiveness of all musical selections and programming in hospitals and other facilities.

Musicians that are emotionally involved and willing to give their time The musicians are not required to participate, however, they partially run the program and volunteer regularly. Their emotional involvement in the program is crucial to its existence.

Work rules that allow for musicians to give Wellness performances and get paid for it.

Labor rules can sometimes prohibit the abilities of musicians to participate in some activities, but the PSO takes care to make it easy for musicians to participate in the program is they are interested.

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Appendix A well-organized music library The musicians work with the music therapists to create concerts and programs that benefit the patients, requiring a well-organized and easy to use music library, solely to save time for those involved.

Program Differentiation The PSO wanted to make sure that any efforts they made into the music and health were the most beneficial to the patient as possible. They also wanted to expand the program outside of hospitals and VAs in order to get the general public involved and engaged in music and wellness.

While this Music and Wellness program was the first of its kind among major symphony orchestras, it is becoming a commonplace phenomenon because of the work the PSO did.

Multiple symphonies and the League of American Orchestras have been in contact with the PSO about the program, and as a result, similar programs are popping up all over the country.

Changes that Would be Made During the programming expansion, there was no formal plan, so the program evolved organically. Despite the lack of structure and no clear, tangible goal in the beginning, they were careful to consult with experts along the way, enabling the program to grow only in the ways in which it could be most effective.

Steps to Adjust to Community Wants in the Future Currently, music therapists in each location are key to the relevancy of the project. For other wellness projects, having a member of the staff involved in fitness and wellness activities seems to be crucial. If Jessica were to move on to another position, the consistency of the blog cannot be guaranteed.

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Appendix Case 8: Senator John Heinz History Center - Western PA Sports Museum 1212 Smallman Street, Pittsburgh, PA 15222 https://www.heinzhistorycenter.org/sportsMuseum.aspx About the Senator John Heinz History Center Mission Statement The History Center is an educational institution that engages and inspires a large and diverse audience with links to the past, understanding in the present, and guidance for the future by preserving regional history and presenting the American experience with a Western Pennsylvania connection.

This work is accomplished in partnership with others through archaeology, archives, artifact collections, conservation, educational programs, exhibitions, library, museums, performance, publications, research, technical assistance, and increasingly through broadcast media and the internet (“Mission Statement”).

Description/Mission of Affiliate The Sports museum is a museum-within-a-museum. While it is within the History Center’s facilities and mission, it is a distinct museum in itself, branded separately from the History Center with a focus specifically on the history of sports in the region. The Sports Museum its own programming and events on the second and third floors of the History Center along with its own directors and advisers ("Our Organization").

About The Western Pennsylvania Sports Museum The Western Pennsylvania Sports Museum, a state-of-the-art museum at the Senator John Heinz History Center, captures the unforgettable and almost forgotten tales of Pittsburgh sports through hundreds of artifacts, more than 70 hands-on interactive exhibits, and 20 audio-visual programs.

When it comes to sports pride and sports history, no other region in the world is like Western Pennsylvania. So, it is fitting that we would gather at a special place to honor, relive, and enjoy our sports heritage.

Come be part of the action – and celebrate Pittsburgh sports pride ("Sports Museum").

State Prior to Expansion The original section of the History Center was the former building for the Chautauqua Lake Ice Company. Opening in 1996, this portion of the museum features a library and archives of Western Pennsylvania’s history along with several public exhibits, both temporary and permanent in nature (Darlington).

Key Players During Expansion Andy Masich, President and Chief Executive Officer of the Senator John Heinz History Center Anne P. Madarasz, Director of the Western PA Sports Museum Senator John Heinz History Center Board of Directors, 1998-2004 Champions Committee, 80 former players, sportswriters, and local sports legends

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Appendix Individual Interviewed Anne P. Madarasz, Director of the Western PA Sports Museum Anne has been with the History Center for the past 22 years, currently serving as the current Director of the Western PA Sports Museum and museum division director. She played a key role in planning construction for the expansion, giving a lot of input on design and development during the process.

Factors Leading to Expansion The expansion of the History Center had two main goals: 1. To broaden the History Center's audience; and 2. To expand the museum's coverage of sports and recreation, a component that many felt was missing (Darlington).

Factors Considered in Expansion The space evolves, and is even alive in a sense Through special events, programming, and changing the exhibits, the Sports Museum is meant to be alive, adapting to the community and moving forward based on feedback from visitors.

A museum within a museum The Sports Museum was purposely branded as a museum within a museum “at the Heinz History Center” in order to be seen as under the established brand of the History Center but still its own distinct entity with its own identity. This allowed them to sell tickets as “The Sports Museum”, bringing in an entirely new audience although the ticket included the same amenities as any other ticket to the History Center.

Steps of Expansion Size: 20,000-square foot expansion Cost: $27 million Logistics: The expansion allowed the History Center to add the Ann and Martin G. McGuinn Gallery and the Western Pennsylvania Sports Museum. Plans began in 1998 with the collaboration between community leaders, the museum’s board of directors, and staff to create a strategic plan for the expansion (Darlington).

Key Success Factors Subject matter that audience had expressed interest in It was important in the expansion that a subject was identified that not only the audience had an interest in but had also had expressed interest in. Using feedback forms and surveys, the History Center was able to identify the area of sports and also do marketing studies on potential visitors interests. Sports is a topic area that people returned to in each of these avenues of research.

Subject matter that represented a key aspect to the identity of the region It was important for the subject of the new museum to be something that people in the area were proud of, especially in Pittsburgh. Pittsburgh is an anomaly when looking at many industry standards, so it was key to look at specifically look at the best fit for this particular region and then also show how it related to the national story.

Subject matter that diversified the audience 146

Appendix By building a museum on one of the top interests of the people in the region, the History Center not only hoped to have their current audience return, but to also attract nontraditional museum goers. In the end, the subject of sports in the region turned out to successfully build their core audience because of these considerations. After watching the growth of the audience over the past ten years, surveys have shown that 15-30% visitors report that they come specifically for sports museum.

Currently, despite the industry reputation for females being the primary decision maker to visit a museum, the Sports Center actually has reversed the standard with males as the primary decision maker when looking at who decides to attend the museum. It is also a museum that accommodates different levels of interest and takes into consideration a large spectrum of ages, appealing to their target market of multi-generational families.

Built to be alive, so it can continuously grow and change/ Flexibility in Programming The Sports center was designed in a way that did not allow visitors to experience everything in a typical two-hour visit. It was also known from the beginning that the museum was meant to be “alive,” so that it could continue to grow and evolve through not only changing the exhibits but also the events and programs offered.

Distinct Brand within a Brand By branding the Sports Museums as a museum within the History Center, they were not only able to diversify the audience but also become an entity specifically focused on an area related to, but distinct from the general topic of the History Center. This allowed them to sell tickets as “The Sports Museum”, bringing an entirely new draw to visitors although the ticket included the same amenities as any other ticket to the History Center.

Program Differentiation While the Sports Museum is selling the same “product” as all the exhibits at the History Centerhistory exhibits- the subject matter allows the Sports Museum to delve into an area that people in the region specifically take pride in. The Sports Museum tells the story of the region, but through the filter of sports, showing the link to the national story of how Western PA has contributed to sports in America, including everything from the “unforgettable to the almost forgotten” (Madarasz). This is then enhanced by the spaces created within the museum that they consider “zones for activity,” attracting their target market of multi-generational families by having something that everyone can relate to. The Sports Museums has accomplished this by considering the person with the least interest and providing something to satisfy them. By having biographies and life stories of athletes, both male and female, famous and less wellknown, visitors can relate to the content of the museum in ways that are interactive for all ages, not just young children.

Factors and Resources that Would Improve Programming As with many other nonprofit arts organizations, the Sports Museum battles with a lack of resources. With no separate staff or separate stream of funding for the Sports Museum the museum is often seen as a standalone entity but is not in reality. They have found a partial solution to this issue through partnerships, doing events and programing in conjunction with outside organizations. One area that partnerships have not been able to make up for this lack of resources is in funding for accessibility. Anne would have liked to have had the funding to put in 147

Appendix an elevator so that all visitors could take the same path that was created and navigate the exhibit in the most desirable way despite accessibility needs.

Another area of struggle in regard to resources has been in the area of acquiring premier artifacts. Without the Champion Committee, it is extremely difficult to grow the collection. For this reason they continue to utilize the committee whenever possible, although only 25 of the 80 members are truly active.

Changes that Would be Made Looking back, there are ideas from other museums that would have been good to incorporate into the Sports Museum, but with most projects, there are unlimited possibilities but a limited budget. One aspect in particular that Anne would have changed would be incorporating a small theater so that people can sit down together and enjoy some of the many sports clips available.

Fortunately, the Sports Museum was made to evolve and grow. This year, the 10th Anniversary of the Sports Museum, they are preparing to relaunch the museum. This includes taking out interpretative vehicles that have not proven to be successful and expanding the hockey area.

These changes are based on survey feedback from visitors, showing that the museum is still adapting based on community wants, just as they did at the inception of the Sports Museum. They are also trying to put more of a focus on the ending of the exhibit, hoping that visitors can end their time in the Sports Museum on a stronger note.

Steps to Adjust to Community Wants in the Future In the planning of the original Sports Museum exhibits, the community was invited to be a part of choosing the content by voting on the top ten moments in Western PA sports history. A large portion of the community participated, with around 50,000 votes total. Now as the Sports Museum approaches the relaunch, they want to do more than “redo� the museum but actually give the community what they want. They feel that with the reputation that the Sports Museum has gained over the past decade, they can get ten times as many votes this time around.

Additionally, they plan on developing a new website to be more responsive to the community, and make it easier for visitors to share their experiences so that the staff have more input to incorporate into future plan.

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Appendix Appendix I: Key Success Factors in 5 Categories Key Success Factor Groups

Key Success Factors Visibility and availability to the community Relevance to community Sense of Community Engaging adult students with the rest of the organization

Community Relevance and Availability

Partnerships Careful Scheduling Relevance to the community Visibility to community Location - donor interest, engaging public High Quality Instructors

Experts - Quality Instructors and Consultants

Relationship with experts in the field Dedicated faculty Involvement of musicians Selective in staff - right people Flexibility in programming

Organizational Commitment to the Success of the Program as a Whole

Distinct Brand within a Brand Supportive leadership Organizational Culture - all staff believe that all programs are important, not just professional classes No fear of admitting failure and moving on

Responsiveness to feedback and results

Consideration of the needs of musicians (they abandoned some locations because of poor acoustics) Watching & Listening - identify trends and wants/ can continuously grow and change Responsive to student wants

Brand and Mission Consistency

Reputation for excellence Relevance to mission

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