Hello. I'm Shell.
I help teams build products and launch projects that optimise, engage, teach, and change so they can amplify their impact.
I specialise in project management, customer experience, research and data strategies.
Areas of expertise
Brands I have worked with...
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Case studies
Experience in digital product launches, marketing and research strategies, project optimisation, digital transformation, start-ups and customer experience (CX). These are a selection of the projects I have worked on.
Project management: emerging technology diploma programme
Launched a technology-focused diploma program via strategic project planning.
Data analysis: C19 travel forecast for pricing and financial models
Developed accuracy in forecasts for inventory, pricing strategies, and revenue projections.
User experience: telecom, cable, energy portfolio optimisations
Technical product management and UX optimisations for Fortune 500 brand partner portfolio.
Online community engagement
An international theatre meets the digital age.
Introducing digital transformation and reconnecting the theatre with its grassroots community.
Customer experience data-focused CPD
Recent continued professional development activities in technological leadership, data analysis, research, behavioural science-based CX and complex systems. Highlights include:
@ Oxford University
Technical Team Leadership
A week-long course on balancing management with leadership in highly intelligent teams and how to transition from expert to leader through inspiration, trust and scalable systems operations.
@ The Alan Turing Institute
Behavioural Data Science
This two-day course covered quantifying and predicting customer behaviour through psychology, economics, business strategies, statistics, and digital engineering.
@ University of Cambridge
Research Practice and Theory
Through Cambridge's mentorship in scientific research design, I earned a First-Class Honours Advanced Diploma studying user engagement data collection methods.
Further explore my personal growth activities in data, analytics, technology, CX, UX, leadership and marketing at the link below.
Publications, Features & Awards
My work is featured by...
Publications
Rogerson, A. and Telma, T. (2012, May). Practical Approaches for Designing Usable Websites.Greenier, S. (2011, August 01). Strengthening behavioural cues in UX web design with Gestalt principles. Web Designer Depot.Greenier, S. (2011, May 19). Optimizing Emotional Engagement In Web Design Through Metrics. Smashing Magazine.
Select Features & Awards
Commendation: (2020) Facebook Marketing Science Blueprint Certification via Women in Data UK.Award: Certification scholarship. (2020) Women in Data UK and Facebook.Feature: Putting Some Emotion into Your Design – Plutchik’s Wheel of Emotions. (2017). Interaction Design Foundation.Feature: Lalmas, M. (Yahoo Labs), O'Brien, H. and Yom-Tov, E. (Microsoft) (2013). Measuring User Engagement [Presentation]. 22nd International World Wide Web Conference, Rio De Janeiro, Brazil.Feature: Van Gogp, T. and Adams, E. (2012). Design for Emotion.
Contact
Thank you for taking the time to explore my background. Please do contact me with any questions you may have or just to connect further. You can reach me via email or Linkedin.
Made with Carrd.co with magic from ♥️ WikiCommons 1, 2, 3, UoC Berkeley,
Timothy Perry, Ricardo Gomez Angel, Nadine Shaabana, Vasilis Koudas, Frans Van Heerden, 褚 天成, Ricky Esquivel, Alex Fu, and Worrk
Creating more accurate data forecasts for strategic business decisions during COVID
Case study-friendly and proprietary IP-free project...
Overview
Hard news is never fun to convey to clients but when it comes to data needed for business decisions-- accuracy is paramount. This project's organisation sold advertising at major global transport hubs. Accurate passenger projections were needed to determine inventory, pricing structures and financial forecasts.
The Challenge
When exploring the client-supplied data visually during the data exploration stage, I noticed a suspiciously optimistic climb in their passenger projections in light of the PESTLE analysis (i.e. COVID). Without information on the assumptions used to generate the supplied forecasts, I needed a way to validate them.
Research and Approach
1. The preceding eight months of passenger totals on the supplied data were still not updated with actual figures presenting a great opportunity. I used media articles, industry resources and direct quotes from Eurostar stakeholders to compare the forecasted numbers for those months with actual reported numbers to confirm suspected discrepancies.
2. After confirming the discrepancy and that the offset would drastically impact projections, I changed focus to building stronger forecasts. These were created from projected benchmarks in industry resources of traveller capacity, seating arrangements, line openings, timetable additions and major events that were likely to impact traveller numbers such as the 2024 Summer Olympics in Paris.
3. Next, I conducted additional research in order to breathe life into their audience segmentations through voice and form, identify advertisers receptive to potential relationships, and build potential pricing models made possible through the previous forecasts.
4. Finally, from the data collected above, I was able to start crafting the communication piece for the client...the narrative.
...data needs engagement. It deserves a love story.
The Result
From the final data, I was able to provide more accurate forecasts giving the client a better understanding of the actual inventory (CPMs) available in turn allowing for more accurate financial projections and for testing pricing structures.
Reflection
So how close did I get with my projections?
Passengers for November 2021:
716,424
supplied data estimate
287,838
my adjusted estimate
216,000
2022 reported
The client's estimate was 716,424 passengers for November 2021, reflected by the dotted line on the graph in slide 3.My projection used a rudimentary 5% month-over-month growth assumption (so a 15% increase in passengers would be 20% the following month) based off of trends seen in the data and came in at 287,838 passengers for November 2021.In November 2021 it was reported that Eurostar was operating 15 total trains from London. Assuming, given the state of restrictions in France, they were still operating with social distancing measures in that every other seat was empty, trains were running at half capacity still resulting in an estimated 216,000 passengers in November 2021.
Being off by 73 CPMs (cost per mille, AKA the cost of 1000 ad impressions) is a lot better than being off by 500 CPMs.
It's the difference of being short by only £2,190 instead of £15,000 at the end of the financial year...for this one month. This is assuming a base CPM of £30. Depending on where the shortfall occurs and the pricing structure involved, this could be a lot more depending on the month.
But I'm not a fan of being off at all.
It COULD be a lot more depending on the month but it doesn't have to. The right strategy would help us identify this long before it becomes an issue if we structure our business objectives around this idea.At the time of the presentation, I reflected on opportunities to create more accurate models on slide 3 "Opportunities" with more time resources available that would likely assist in a more precise prediction. The client opted not to invest further in this. This quick approach fit the limited resources of the project and still resulted in saving the client from assuming 3x's the CPM inventory, selling more CMPs than they would be able to deliver on and estimating more income than realised in financial projections.One thing COVID has taught us is the importance of adopting a proactive approach to how we use data in our organisations and developing a long-term strategy that focuses on actively keeping an eye on the pulse of our forecasting.
Helping a 175-year-old institution into the digital age with the launch of a new diploma programme
Part I: Student Recruitment (Marketing)
Case study-friendly and proprietary IP-free project...
Overview
The client is a specialist art education institution in the planning stage of adding a fourth, technology-based diploma programme to their college-level offerings. I needed to wear many hats for this project including marketing and public relations (covered in this case study), as well as project management, research, audit documentation, stakeholder management, staff recruitment and curriculum development covered in Part II.
The Challenge
We had six months to go from an idea to a fully accredited, fully funded, fully enrolled programme. This case study focuses on the activities needed to reach the "fully enrolled" part of our goals. These are the marketing activities I worked on during the six month project to help reach the goal of launching with an initial cohort at maximum capacity. Part II: Project management. covers concurrent activities covering the scope of project management and logistics.
Traditional Marketing
Outbound marketing
Partnership development
Direct Mail (VR headsets)
Experiential marketing
Radio ads
Window displays
Signage
Experiential Marketing
Digital workshop (curriculum development and leading)
Open evening tours
Taster sessions
Presentations
Art exhibitions
Digital Marketing
Email newsletters
Website copy
Organic social media
Pay-per-click (social)
Content marketing
Blog creation
Digital video
Emerging Technology
Stop motion animation
Live motion tracking
Video game design
Projection mapping
Presentations
Reflection
We headed into the summer before our first year with 12 of the 14 cohort spaces filled. The success of the Level 3 Diploma has led to the introduction of a Level 2 programme as well.I had the chance a year later to see all the students again after they had started their course--this time behind the equipment I helped source. They were interviewing participants at an Invisible Arts Network event involving the launch of a new immersive audio piece by a British artist. Their confidence and ease completely blew me away. It was so amazing to see and I can completely understand why the Head of Future Ed used to call falling under the spell of teaching as "catching the bug."
Helping a 175-year-old institution into the digital age with the launch of a new diploma programme
Part II: Project Management
Case study-friendly and proprietary IP-free project...
Overview
The client is a specialist education institution in the West Midlands. They were in the process of adding a fourth diploma programme to their college-level offerings with a new Level 3 Digital Media-focused diploma which would lay the foundations for a future Level 2 offering. We had six months to go from an idea to a fully accredited, fully funded, fully enrolled programme.
The Challenge
So. Many. Hats were needed for this project. Initially, the project was to focus just on student recruitment (Part I) with the goal of going into their first year with a cohort at maximum capacity. However, by the end of the contract role, I had also taken on project management (Part II), which includes stakeholder management and curriculum development responsibilities as well.
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I supported in areas related to the design and project writing of curriculum, capital purchases, recruiting, and marketing activity related to the design and implementation of the new course. I worked directly with the Head of Further Education and supported in project documentation and audits with the programme's funding agency (ESFA) and accreditation institute (UAL).
Project Documentation and Reporting (STAR)
I assisted in the development and
Managed project documentation, resource planning, equipment procurement, risk management & audit docs for ESFA funding & UAL accreditation audits.
Improved departmental Programme Initiative Progress reporting system for efficient reporting & progress tracking.
Achieved successful funding & accreditation inspections, leading to approval & formalisation of the diploma, and enhanced organizational efficiency to achieve goals.
Stakeholder Management
The success of the programme was largely down to the internal departments in the college-- and not just those in the Further Education division but in the Higher Education divisions, as well.In addition to internal stakeholders, I was also involved in partnership development initiatives with local organisations such as the Invisible Arts Network (IAN), New Model Institute for Technology and Engineering (NMITE), local secondary schools, emerging technology businesses, and digital artists from around the country working closely with these organizations to foster mutually beneficial relationships. By developing strong relationships with key stakeholders and establishing successful partnerships, the organization was able to enhance its reputation, expand its network, and identify new talent to contribute to their education initiatives.
Team Building
Optimising recruitment ads for better search engine optimization (SEO) and performance on job portals, resulting in more conversions (i.e. applications).
Contributing to the creation of the shortlist of applicants,
Conducting interviews with the candidates,
Providing feedback after the discussions, and
Selecting the final candidate.
Curriculum Development
Researched CreaTech100 companies job recruitment ads to identify desired skills and tools for curriculum development.
Aligned curriculum framework with UAL learning objectives and developed implementation plans.
Audited the college's current equipment to identify areas for upgrades and acquisitions.
Developed documentation of plans for UAL and ESFA audits.
Reflection - Part II
While my technical skills were strong at the onset of this project...they were pushed to the max with the array of new programmes and methods I had to learn for these activities including the stop motion studio (not used for the above gif), projection mapping with MadMapper, live motion tracking development with Adobe Character, video game development with gDevelop and 3-D printing. Of course there was the traditional digital media tools that I have been using since I was in my teens including graphic design for print and digital medias, animation and digital video creation, web development, email newsletters, presentations for open evenings, and copywriting.I worked with students from ten through to their early twenties leading workshops and taster sessions. Interactions with them also often included their parents during student interviews, often coordinating with the wonderful staff in the Assisted Learning Support when their presence could provide value to the discussion. I worked with the marketing team for help promoting upcoming events across the organisation's marketing channels (merciful gatekeepers) and the outreach team to help us get access to secondary schools. I represented the new programme at the school's open evenings.
Continuous Professional Development
The value of my contributions is limited by my knowledge gaps. As such, I prioritise reflective practise and lead by example by making it a constant in my life.Below are highlights from the 70+ CPD activities I've completed in the last few years.
Data, Analytics, and
Technology
Consent issues in data sharing,
UK Data ServiceSocial network analysis,
Alan Turing InstituteIntroduction to experience sampling methods, University of Melbourne
AWS Innovate: Machine learning and AI edition, Amazon Web ServicesIntroduction to complexity, Santa Fe Institute, USCausal mapping, University of BathGateway to the internet of things: IoT, LPWAN & things connected Digital Catapult, UKGoogle Analytics Individual Qualification certificate Google.comIntroduction to Data Studio and Advanced Google Analytics, Google.com
CX, UX, and
Behavioural Science
Behavioural data science workshop, Alan Turing InstituteComplexity methods for behavioural science summer school, University of RadboudProduct development and human emotions, Royal Statistical Society
Using the System Effects methodology to understand the user experience of complex systems, University of SurreyLearning and memory in the brain, University of CambridgeContinuous experience sampling and the affect-embodiment coherence, Cardiff UniversityStudying Human-Computer Interaction (HCI) with video, ethnomethodology, and conversation analysis, University of LiverpoolArtificial intelligence and neuroscience, Queen’s University, Belfast, Ireland
Leadership and
Teaching
Technical team leadership,
University of OxfordLeading at a distance,
LinkedIn LearningPreparing & delivering seminars,
Cardiff University
Leadership styles, Cardiff UniversityNegotiating, Cardiff UniversityFundamentals of Instructional Design, University of Cambridge, UKA conversation about design - future of learning conference, ExperienceHaus, UKIntroduction to digital pedagogy, LearnJam AcademyLearning to teach online, LinkedIn LearningCore strategies for teaching in higher ed, LinkedIn LearningHighfield level 3 award in undertaking end-point assessment (RQF), Best for Training, UK
Research
Research integrity, Cardiff UniversitySelecting studies and assessing methodological limitations, Cochrane Training
Question formulation and searching for qualitative evidence, Cochrane TrainingQualitative interviewing, University of East AngliaUsing NVivo for qualitative research, University of East Anglia*Qualitative research and qualitative evidence synthesis , Cochrane TrainingUsing creative research methods, National Centre for Research Methods, Queen’s University, IrelandAdvanced research computing, Cardiff UniversityPreferred reporting items for systematic reviews and meta-analyses (PRISMA), Cochrane Training
Marketing
Facebook certified marketing science professional blueprint qualification, Women in Data UKSEMRush SEO toolkit certificate, SEMRush.com
Creating better public involvement adverts, National Institute for Health and Care ResearchEcommerceSEO summit, Brighton SEO, UK
Statistics
Introduction to statistical programming, King's College LondonAnalysing qualitative data, University of East Anglia
Applied multilevel modelling, University of Essex* Introduction to differential equations*, Santa Fe Institute, US