PRODUCED BY METRIC MARKETING | NOVEMBER 2019
MITT acknowledges that it is on
Treaty 1 territory and the traditional
territory of Anishinaabeg, Cree, and
Dakota Peoples, and the homeland
of the Metis Nation.
Table of Contents
The following document is our OUR COMPANY OUR STANDARDS
brand position. It includes corporate Mission, Vision, and Copy Standards ...............................30
Strategic Compass ...........................2
positioning, brand messaging, and Social Media Standards ..................38
Marketing Structure .........................4
a communication structure designed
Elevator Story ...................................6
to differentiate us in the marketplace
Naming Conventions OUR IDENTITY
and position us favourably in the and Terminology ...............................8 Key Elements ..................................44
eyes of our audience. Competitive Advantage ...................11 Structure .........................................45
Value Proposition ............................12 Primary Logo ..................................46
Communication Pillars ..................13 Secondary Logo ..............................48
Positioning Statement ....................50
Minimum Sizes ...............................52
Under-Employed Young Adults ......17
Incorrect Logo Use .........................53
New Canadians ...............................18
Colour Palette .................................54
High School Graduates ..................19
Indigenous Learners ......................20 and Accessibility .............................55
OUR BRAND Font Families ..................................58
Web and Screen Fonts ....................59
Brand Essence ...............................24
Logo File Formats ..........................60
Brand Story .....................................26
Brand Personality ...........................27
BRAND GUIDE 1
MISSION, VISION MISSION
AND STRATEGIC To provide innovative pathways to quality post-secondary
COMPASS education, high school, and apprenticeship training in partnership
Succinct statements that define our organizational with industry and the communities we serve. We are dedicated to
motivations and aspirations, our vision for who ensuring that graduates can successfully transition to employment
we are, and the beliefs that guide our culture.
or further education.
To be a bridge to success in life, school, and work by delivering
industry-driven, student-focused, lifelong learning opportunities.
2 MANITOBA INSTITUTE OF TRADES AND TECHNOLOGY
MISSION, VISION STRATEGIC COMPASS
AND STRATEGIC We endeavour to deliver excellence in: Teaching and Learning, Student
COMPASS (CONT.) and Campus Experience, Relationships, and Staff Development.
Guiding these efforts is our foundational value set that ensure
we are: industry driven, student focused, and sustainable.
BRAND GUIDE 3
MARKETING MANITOBA INSTITUTE OF TRADES AND TECHNOLOGY
STRUCTURE We are a post-secondary institute that offers programming
A snapshot of our organizational structure for post-secondary, secondary, English language, and
defining key marketable segments.
adult education students.
We provide post-secondary education and training for domestic and international
students looking to start, change, or advance in their careers and further their
education. We offer more than 25 programs in skilled trades, business and
information technology, health care, and human services.
We offer two secondary stream options for high school students in Grades 11 and 12:
Partner High Schools: Secondary students can study in a trade or technical
training program sponsored by their school division, splitting their days between
academic courses at their home school and technical programming at MITT.
Graduates receive a Senior Years Diploma from their home school and a Trade-
Technical Certificate from MITT.
MITT High School: Secondary students attend MITT full time, splitting their days
between academic courses and trade or technical programming. Upon completion
of a trade-technical program (minimum of eight credits) and compulsory
academics courses, they obtain a Manitoba Senior Years Technology Education
Diploma and a Trade-Technical certificate from MITT.
4 MANITOBA INSTITUTE OF TRADES AND TECHNOLOGY
MARKETING STRUCTURE (CONT.)
ENGLISH LANGUAGE TRAINING POST-GRADUATE STUDIES
We offer two streams of English language training. One provides Our Post-Graduate (PG) programs enable students who have completed
client-centered, settlement English as a Second language learning a post-secondary credential to focus on areas of interest and
for Newcomers at the Literacy and Canadian Language Benchmarks specialization in a Canadian workplace context. PG programs provide
(CLB) 1-4 levels. The other offers short-term, long-term, academic, and Work Integrated Learning opportunities involving work experience
customized language training for globally mobile international students placements or industry-related projects intended to address relevant
and domestic, fee-paying language learners. Both streams address and timely challenges facing today’s workforce.
language proficiency in the areas of listening, speaking, reading, and
writing. International students who require English language proficiency FRENCH PROGRAMS
upgrading can enter into MITT’s post-secondary and post-graduate
programs once minimum language requirements have been met. MITT is proud of its relationships with francophone communities in
Manitoba and its partnership with Division scolaire franco-manitobaine
(DSFM). Together, we conceptualize, develop, and implement trades and
ADULT LEARNING CENTRES technology programs for DSFM students. We continue to explore new
We work in partnership with six Adult Learning Centres where learners opportunities for French trade programming and draw on our
can select from a range of courses to complete their Mature Student experience with running the Électricité program.
High School Diploma. Learners can also upgrade high school credits
for job entry or post-secondary admissions.
LIFELONG LEARNING INSTITUTE (LLI)
Through the LLI we offer innovative courses and customized,
credentialed programs that are responsive to workforce needs. Led by
industry experts within flexible delivery models, courses and programs
facilitate career start, growth, and transition for our learners.
BRAND GUIDE 5
ELEVATOR STORY FULL STORY
A short, memorable description of our organization The Manitoba Institute of Trades and Technology is a public post-
summarizing the value we bring to market.
secondary institution offering timely, cost-effective education and
training for students to start, change, or advance in their careers
and further their education. We are industry driven and student
focused, delivering credentials through more than 25 programs in
the areas of skilled trades, business and information technology,
health care, and human services.
Our robust, skills-based training model enables learners to acquire
relevant, in-demand competencies at any point in their professional
and educational journeys. During the last three decades we have
built a reputation for working closely with industries to develop
programs and produce career-ready graduates that meet the
demands of Manitoba’s labour market.
6 MANITOBA INSTITUTE OF TRADES AND TECHNOLOGY
MITT is a post-secondary institute offering industry-driven,
student-focused education in the areas of skilled trades, business
and information technology, health care, and human services.
We provide affordable, timely, skills-based education for learners
seeking career entry as well as those looking to acquire relevant,
in-demand competencies at any point in life.
BRAND GUIDE 7
NAMING CONVENTIONS NAMING CONVENTIONS
MANITOBA INSTITUTE OF TRADES AND TECHNOLOGY
The acceptable iterations of our name and commonly
used terminology, and how and why we use them. Our full name should always be used the first time it is mentioned
in a formal communications tactic (ad, article, speech, proposal,
etc.) Subsequently, the abbreviation MITT may be used in place
of the full name.
When our full name is used in a sentence, we use the article
“the” immediately preceding.
• Correct: “We at the Manitoba Institute of Trades and Technology believe that…”
• Incorrect: “We at Manitoba Institute of Trades and Technology believe that…”
When using our full name, always spell out the word “and.”
Never use an ampersand (“&”). The ampersand is only for
use in our graphic logo treatment and never in body copy.
Note that it is never appropriate to substitute the word
“of” with the word “for” in our name.
• Correct: Manitoba Institute of Trades and Technology
• Incorrect: Manitoba Institute for Trades and Technology
8 MANITOBA INSTITUTE OF TRADES AND TECHNOLOGY
NAMING CONVENTIONS (CONT.)
MITT THE INSTITUTE
MITT is the only acceptable abbreviation of our name. We spell this We use the word “Institute” when speaking about MITT to
abbreviation using capital letters, with no periods between letters. audiences in the sectors of government, industry, and education.
• Correct: MITT • Example: The Institute has a 30-year legacy of providing
industry-driven, student-focused education.
• Incorrect: mitt
• Incorrect: M.I.T.T.
The only exception to this rule is our website URL, which may We use the word “college” as shorthand to identify the nature
spell MITT using all uppercase or all lowercase letters, never of the primary education we provide—that is, post-secondary,
a mix of both.
skills-based learning—when speaking to audiences comprising
• Correct: mitt.ca potential students and their influencers (e.g., parents, teachers,
• Correct: MITT.ca
• Incorrect: Mitt.ca • Example: MITT is a college located in Winnipeg, Manitoba.
When our abbreviated name is used in a sentence, it is not The word “college” serves to clarify our main sector (post-
to be preceded by the article “the.” secondary education) and distinguishes us from universities,
high schools, and private training programs. We do not attach
• Correct: “We at MITT believe that…” the word “college” directly to the word “MITT.” For example,
we would not say “MITT College.”
• Incorrect: “We at the MITT believe that…”
• Correct: MITT is a college that offers over 25 programs.
When speaking the abbreviated name aloud, we always say each
letter individually and never pronounce it as a single word. • Incorrect: MITT college offers over 25 programs.
• Correct: “Em-eye-tee-tee”
• Incorrect: “Mitt (as in mitten)”
BRAND GUIDE 9
TERMINOLOGY MITT’s core offering is education. Within the field of education,
however, there are a few subcategories that are distinct from
each other and should not be confused.
We use the word “education” to describe the teaching and learning that
take place in pursuit of a certificate, diploma, or post-graduate credential.
We use the word “training” to describe the teaching and learning that
take place in pursuit of micro-credentials, lifelong learning, and English-
We use “work skills” to describe the essential and employability skills
that are woven throughout both education and training programs.
10 MANITOBA INSTITUTE OF TRADES AND TECHNOLOGY
COMPETITIVE START HERE TO GET THERE
ADVANTAGE At the Manitoba Institute of Trades and Technology, we enable students of
all ages and backgrounds to advance in their personal, professional, and
A statement about why the market educational journeys.
should choose us over the competition.
We offer a wide variety of programs—of varying duration and at multiple
intakes—to learners of all levels who are looking to start or continue their
career training or education. Our strong industry relationships enable us to
develop programs that teach in-demand skills, including work practicum
placements, and position our students for successful employment
Students leave with the knowledge and competencies they need to take the
next steps in work, school, and life, and the confidence that they can return
at any time to continue to engage in personal and professional development.
BRAND GUIDE 11
VALUE PROPOSITION BUILT AROUND YOU
A set of functional and emotional benefits Everything about the Manitoba Institute of Trades and Technology is
that deliver value to our stakeholders.
designed to optimize your outcomes for success, from our caring and
highly experienced instructors to our array of educational, cultural,
social, and personal supports that guide you along your educational
journey. All our programs are designed to equip you with the essential
and employability skills you need to succeed in the workforce or further
your education after graduation. We have a diverse, inclusive student
body representing individuals of all ages, and our small campus and class
sizes help you to feel at home and form meaningful relationships with
instructors, resource providers, and fellow students.
12 MANITOBA INSTITUTE OF TRADES AND TECHNOLOGY
PILLARS SKILLS BASED
A clearly defined set of organizational attributes Our robust, skills-based learning model enables students to build a unique set
we want to communicate to our stakeholders. of practical competencies as well as essential and employability skills, and to
acquire credentials that competitively position them in the labour market so
they can advance in their personal, professional, and educational journeys.
Our industry-driven mandate and strong relationships in the sectors of
government, industry, and education enable us to be nimble and responsive
in program development, so the skills we teach are always applicable in the
labour market and educational landscape. Our programs are developed and led
by industry veterans and apply the latest industry practices and technology.
We offer affordable fees, day and evening programs, and various program
intakes and durations so students can start or continue their educational
journey at any point in life. Our array of supports enables learners in our
diverse, inclusive student body to access the tools they need to grow their
confidence and succeed. Our small class sizes enable instructors to know
each student personally and guide them according to their unique
strengths, goals, and needs.
We invest prudently in capital, people, and technology to maximize value
for our stakeholders within our budgets and we align our program
offerings to labour market needs to ensure the education we provide
leads to employment opportunities.
BRAND GUIDE 13
BRAND GUIDE 15
DOMESTIC STUDENT • UNDER-EMPLOYED YOUNG ADULTS
BUYER LEGENDS • NEW CANADIANS
• HIGH SCHOOL GRADUATES
• INDIGENOUS LEARNERS
16 MANITOBA INSTITUTE OF TRADES AND TECHNOLOGY
UNDER-EMPLOYED YOUNG ADULTS
Richard is a 24-year-old high school graduate living in BUYING STYLE
South-Central Winnipeg. He lives in a rented duplex with Richard consults his friends, family, and colleagues before making
two roommates. Richard works 25 to 30 hours per week major decisions, and his parents are invested—financially and
emotionally—in encouraging his educational pursuits. He is active
as a sales associate at a local retail store, earning minimum online, generally using a laptop or mobile device, and often uses
wage, and couriers for a local food delivery app to help social media to source recommendations. In choosing a program,
Richard considers whether he can afford the tuition and fees—either
make ends meet. After graduating high school, Richard out of pocket or with financial support—and whether he can afford to
completed one year of university but did not continue take time off work to attend. It’s important to him that the skills he
learns are in demand and applicable in a job that offers opportunities
further, feeling he lacked the motivation and ability to to grow, so he can live comfortably and continuously scale up his
thrive in a university environment. Richard feels ready position and salary.
to take the next step in his educational and professional
journey and is investigating post-secondary options that CONVERSION MOTIVATORS AND BARRIERS
suit him better than university. Richard doesn’t want to work in retail forever and is tired of living
paycheque to paycheque. A hands-on learner, he wants to work
in a field that’s interesting to him, suits his strengths, and has
the potential to be lucrative without requiring many years of full-
time education. Richard prefers to attend a school that people he
knows speak highly of, with a reputation for turning out employable
graduates. He would like a school located within a reasonable
commute from where he lives (<45 minutes) that is affordable
and, ideally, has a schedule that allows him to continue working
part time or casually while pursuing his studies.
BRAND GUIDE 17
Peter and his family recently immigrated to Winnipeg BUYING STYLE
from the Philippines. Peter is married with two children, Highly relational and involved in his community, Peter turns to family
ages four and seven. His family chose Winnipeg because and friends for recommendations and advice. He conducts online
research using a laptop or desktop computer and may consult with
many of their extended family members live here and an advisor for help in selecting and applying for post-secondary
speak highly of the city’s large, vibrant Filipino community. education. A conscientious buyer and pragmatic decision maker,
Peter will carefully weigh which program offers the best outcomes
Peter’s family rents a home in the Garden City area, and (in-demand applicable skills in a well-paying field) for the time and
his wife is taking ESL classes so she too can find work. money he spends there. He is willing to take on an above-average
commute in order to access the right program.
Peter worked as an engineer in the Philippines, but his
credentials are not recognized in Manitoba.
CONVERSION MOTIVATORS AND BARRIERS
Peter is seeking a program that will provide him with the certification
he needs to get hired in a steady career so he can support his
family for the long term. It’s important that the program is quick
to complete (ideally two years or less) and offers opportunities to
connect with potential employers. He is comfortable starting in
an entry-level role, so long as he’s confident the industry or role
will enable upward mobility as he gains experience. He is most
likely to attend an institute that offers access to resources and
support for new Canadians like him and that members of his
18 MANITOBA INSTITUTE OF TRADES AND TECHNOLOGY
HIGH SCHOOL GRADUATES
In less than a year, 17-year-old Sheri will graduate from BUYING STYLE
high school. She lives with her parents in South Winnipeg With parents, teachers, family members, and friends all offering
and attends a secondary school nearby. Sheri achieves recommendations, Sheri has no shortage of advice to consider and
may be experiencing information overload. She conducts research
good grades and is active on her school’s volleyball and online using her laptop or mobile device and prefers to communicate
track teams. She loves staying active and engaging in via text, chat, or email versus over the phone. In choosing a school,
Sheri considers how well a particular program suits her interests and
tactile hobbies such as cooking and crafting. Her parents life goals, and she may not place as much emphasis on tuition fees or
believe in the value of higher education and encourage program duration as her older counterparts. She would like to tour each
school to “feel it out” before making a decision, likely with one or both of
Sheri to pursue university studies, but Sheri has a strong her parents, who are emotionally and financially invested in encouraging
desire to enrol in a program aligned with her interests her educational pursuits.
that will lead to a fulfilling career after graduation.
CONVERSION MOTIVATORS AND BARRIERS
Sheri is seeking a program that engages her interests, suits her
strengths, and positions her for a fulfilling, profitable career. She would
like to attend a school where she’ll know one or more friends going in,
and is unlikely to choose a school that she believes is perceived poorly by
people she trusts and looks up to. She is comfortable in the south end of
the city and would prefer a short commute to school. She must believe
her time at school will be fun as well as challenging, with a vibrant
community of peers and plenty of resources and activities.
BRAND GUIDE 19
Britney is a 24-year-old living in Fisher River Cree BUYING STYLE
Nation—a young, growing, progressive community located Relationships are of great importance to Britney. She is highly involved
200 kilometres north of Winnipeg. A high school graduate, with her local and cultural community and turns to family members,
Elders, and friends for recommendations and advice. She values their
Britney has two children and her youngest recently started input and is most likely to choose a path that the people she trusts
kindergarten. Britney is proud of her heritage and aware of endorse and support. While she has big dreams for herself and her
community, she is comfortable taking small steps to achieve them
the struggles her people face, due in part to generations of over time.
colonial practices and policies. She wants a post-secondary
In seeking information and advice about post-secondary education and
education that will facilitate her personal growth and enable training, Britney may consult a high school teacher, guidance counselor,
her to build a career, be a role model for her children and or career counselor whom she knows and trusts. She primarily uses a
personal computer to conduct online research, as mobile data coverage
others, and give back to her home community. can be spotty in the rural area where she lives.
20 MANITOBA INSTITUTE OF TRADES AND TECHNOLOGY
CONVERSION MOTIVATORS AND BARRIERS
Along with knowledge and technical training, Britney believes a post-
secondary education will provide her with valuable and applicable life
skills, confidence, and an elevated sense of personal pride. She wants
to enrol in a shorter program (two years or less) with a schedule that
enables her to return home regularly. The training she receives should
be applicable to work that’s readily available within her home community
or wherever she chooses to live after graduating. Britney must feel
heard, welcome, valued, and supported—not discriminated against,
challenged or talked down to—throughout her investigation and
application process, and she must believe that she will continue
to have access to the support she needs for the duration of her studies.
As an Indigenous person from a rural community, Britney faces unique
challenges in her pursuit of post-secondary education, including
access to funding (for tuition and cost of living), childcare, housing,
transportation, and social support. She is not comfortable in a large
urban setting and would prefer a smaller school environment that
enables her to form bonds with students, staff and mentors who share—
or at least recognize and are supportive of—her culture. She desires a
school that includes Indigenous teachings and traditions.
BRAND GUIDE 21
BRAND GUIDE 23
The main attribute differentiating us
from competitors and positioning us
favourably in the eyes of our audience.
24 MANITOBA INSTITUTE OF TRADES AND TECHNOLOGY
COMPANY STRENGTH: PERSONALIZED LEARNING
We believe that when it comes to learning, there’s no such thing as “one size fits
all.” Our key strength is our ability to serve each individual’s goals, strengths, needs,
experience, and learning style. We empower students with the knowledge, skills,
and confidence they need to succeed, and our multiple intakes and program lengths
enable them to learn at a time and pace that works for them.
MARKET NEED: APPLICABLE SKILLS
Prospective students need to know that they will graduate with technical, essential,
and employability skills that will enable them to advance in achieving their goals—
whatever those goals may be. Curriculum, practices, and technology should meet
today’s industry standards and be taught by qualified individuals who bring
knowledge and industry expertise to each lesson.
COMPETITOR POSITIONING: CAREER READINESS
Competitor positioning centres on equipping graduates with everything they need to
successfully begin or advance in a career they love. They say they accomplish this
through relevant training that equips students with the competencies and critical
thinking skills they need to achieve their goals, as well as strong student supports.
BRAND GUIDE 25
BRAND STORY BRAND ESSENCE: BRIDGING THE GAP
A narrative encapsulating and conveying “What you get by achieving your goals is not as important
the feeling our brand delivers.
as what you become by achieving your goals.”
- HENRY DAVID THOREAU
Throughout your life, from the moment you’re born, you never stop becoming.
Every experience you have, every strength you build, every challenge you face, all
come together to form the unique person you are today. The result is a life that’s
completely original, a path that’s all your own.
At the Manitoba Institute of Trades and Technology, we believe there’s no one “right”
path for life; no one right destination, and no one right way of getting there. What
matters most is the journey—the experiences you have, the people you meet, and
the person you become along the way.
We connect people at every stage in life with the knowledge and skills they need to
take the next step—whatever that step may be. We take the time to understand each
individual’s unique goals and strengths so we can help them move forward quickly
and with confidence. Whatever your journey—wherever you come from and whatever
your goals—we’ll meet you where you are and empower you with the experiences
you need to continue learning and growing.
26 MANITOBA INSTITUTE OF TRADES AND TECHNOLOGY
A list of human characteristics describing PRACTICAL
the personality of our organization.
We are doers. Grounded and direct, we live by a rule of realistic plans, concrete
actions, and useful objectives. Consummate realists, we aren’t afraid to adjust our
approach if roadblocks get in our way. Where others have dreams, we have
blueprints and the determination to make them a reality.
We are people-oriented. We consider it our mission to support others in achieving
their goals. People turn to us for advice, encouragement, or a simple helping
hand, which we give with enthusiasm and without judgment. We are warm and
approachable, and nothing brings us more joy than helping others succeed.
We are strategic and inspired. Creative problem solvers, we’re always on the lookout
for a better way to do things, even if it means bucking the status quo. We view the
world through a unique lens, and where others see obstacles, we see opportunities.
We feel compelled to make the world a better place.
We live with passion. Bold and energetic in everything we do—from our work to
our personal relationships—we strive to make the best of every situation. Others
are drawn to and encouraged by our confidence, good humour, and optimism.
We are fearless leaders with unbridled zeal and creativity.
BRAND GUIDE 27
BRAND GUIDE 29
Everything we do and say is a reflection of our brand The following Style Guide should be used by all who represent the brand
and used as a resource in all proofing and quality control efforts. We
and the quality we provide. This includes how we use the have strived to capture the most common questions, concerns, and
written word. Before publishing any content that carries errors in writing. If you have a question regarding an issue not captured
our brand—from emails and brochures to advertisements in this guide, do not hesitate to ask someone or look it up; when in
and blog posts—we must ensure the values and quality we
This guide addresses
stand for are inherent in the piece.
• List Formatting
• Spelling (Canadian/British vs. US)
• Commonly Confused Terms
30 MANITOBA INSTITUTE OF TRADES AND TECHNOLOGY
Even the most experienced writers make mistakes. This is
Use spell check, but don’t rely on it. Spelling and grammar tools
especially true when we focus on a piece for an extended generally don’t catch errors such as homonyms (e.g., accept/except,
period of time. After a while, our eyes simply stop seeing advise/advice, affect/effect, complement/compliment), incorrect
capitalizations, dropped periods, and misspelled proper nouns.
our errors. This is why it’s important for every piece
Print it out. People read differently on screen than on paper.
of external communication to be proofed by someone The change of format will enable you to view the work from
(besides the writer) who is competent and knowledgeable, a fresh perspective.
both about writing and the subject matter. Read the piece aloud. Your ear may catch errors your eye missed.
Reading aloud helps you catch repetitive phrases and ensure each
Here are some tips writers and proofreaders can follow to sentence makes sense and flows well.
improve the impact, quality, and integrity of written work. Prune adverbs, adjectives, jargon, and clichés. This will strengthen
and clarify your writing and ensure content provides meaningful value.
Double-check all numbers and proper nouns. Mistakes in these key
areas can jeopardize the credibility of an entire document.
Don’t forget about page numbers. For longer documents, ensure
page numbers appear in the correct sequence and are properly
reflected in the table of contents.
Check the brief. When a piece is finished, go back to the written
assignment and ask: does the piece meet the required objectives?
Does it fit the required format? Is all relevant information captured
in a manner that is accurate and compelling?
BRAND GUIDE 31
The basic rule is to capitalize all proper nouns, including names of AMPERSANDS
people, businesses and organizations, associations, government
departments, languages, races, and places. Do not use an ampersand to shorten body copy or when referring
to a program that MITT offers.
Never capitalize employee titles, unless the title comes before the name. • Incorrect: Culinary Arts & Design
We do not capitalize words such as “instructor,” “faculty,” or “manager.”
• Correct: Culinary Arts and Design
• Mike Smith is our digital strategist.
When using our full name, always spell out the word “and.” Never use
• President and CEO Jane Clarke
an ampersand (“&”). The ampersand is only for use in our graphic logo
treatment and never in body copy.
• Incorrect: Manitoba Institute of Trades & Technology
NUMBERS • Correct: Manitoba Institute of Trades and Technology
Write the numbers one to nine as words.
Write numbers 10 and up as numerical figures.
• I've eaten four of the 12 apples.
For large numbers, it is preferable to use words
or a combination of words and numbers.
• 1,500,000 = 1.5 million
• 3,000,000,000 = three billion
Avoid starting a sentence with numerals.
• Incorrect: 18 years ago, he wrote a book.
• Correct: Eighteen years ago, he wrote a book.
• Correct: He wrote a book 18 years ago.
32 MANITOBA INSTITUTE OF TRADES AND TECHNOLOGY
APOSTROPHES COMMAS AND SEMICOLONS
Use an apostrophe before “s” to indicate the possessive. At MITT, we adhere to use of the Oxford comma. In a series,
always place commas after each list item.
• It was Mary’s project.
• Incorrect: We were served bacon, eggs, toast and jam.
When a noun ends in “s” and when a possessive is plural,
use a single apostrophe after the “s”. • Correct: We were served bacon, eggs, toast, and jam.
• It was Mary Jenkins’ project. Use a semicolon before a list or clause beginning with i.e. or e.g.,
and add a comma after.
• The board members’ votes were counted.
• Abbreviations are helpful; i.e., they can save you time and space.
When a noun ends in “es,” add “es” to indicate plural,
an apostrophe after the “s” to indicate possessive, and
both to indicate plural possessive.
DASHES AND HYPHENS
• We’re keeping up with the Joneses.
A hyphen is used to join two compound words.
• The car is Mr. Jones’.
• Every student's well-being is important to us.
• We’re keeping up with the Joneses’ car.
A dash is longer than a hyphen and is used to frame mid-
Use an apostrophe with plurals of lowercase letters, sentence lists or explanations. Use dashes for clarity when
but not with numbers or capital letters. commas (generally preferable) might create confusion.
• Dot your i’s and cross your t’s. • Every student's well-being is important to us—how they learn, what
• Bob achieved straight As. they aim for, how well they fit in—so we provide many support services.
• The ‘90s was a decade of rapid economic growth. When we are writing phone numbers, we use spaces in favour
• Incorrect: 204-123-4567
• Correct: 204 123 4567
BRAND GUIDE 33
DATES AND TIMES EMPHASIS
Formal dates may vary from project to project, but be sure Rather than relying on formatting to make a point, you should strive
to maintain internal consistency. Generally, the following rules apply: to write content that is impactful in its own right. Use of exclamation
• When using numbers only, list dates as day, month, year: points is discouraged in formal communication pieces, as is all
emphatic formatting such as:
• ALL CAPS (should only be used in titles, headlines and to
• When writing the date out, list as month, day, year:
October 12, 2019
• Avoid using ordinal degrees (1st, 2nd, 3rd…):
Our client chose April 5 as the launch date.
• Italics (should only be used when providing a quote or example,
• When referring to a specific month, spell out the month entirely or referencing a published work such as a book, study or movie)
and omit the comma between month and year:
We anticipate launching in June 2025. ELLIPSES
Hours are written numerically. We write hourly times (e.g., 9 a.m., An ellipsis (three periods; “…”) is used to indicate an omission from a text
10 a.m.) without zeros, and complex times (e.g., 9:30, 10:30) in full. or quotation. Ellipses should only be used when the omission does not
A range of time is written using the word “to” as opposed to change the intended meaning of the original quote or text.
a hyphen. Use periods with a.m. and p.m.
Other uses of ellipses, such as indicating a train of thought, should not
• The event will run from 9 a.m. to 11:30 p.m. be used in formal communications except for stylistic reasons.
When using an ellipsis, you should include a space before and after
the three periods.
If the text you are omitting includes the end of a sentence, use a space
followed by four periods.
34 MANITOBA INSTITUTE OF TRADES AND TECHNOLOGY
LIST PUNCTUATION SPACE AFTER PERIODS
If your list comprises single words or short phrases, After a period or end-of-sentence punctuation, always use a single
capitalize each item and do not add a period at the end. space. Never use a double space. Before publishing or sending your
• I walked to the store and bought: document to print, use “find and replace” to remove any double
• Apples spacing after periods.
• Bananas QUOTATION MARKS
If your list comprises complete sentences (i.e., each contains Periods and commas within a quotation always stay inside
a subject, predicate, and clause), capitalize the start of each the quotation marks.
sentence and use a period at the end of each.
• He said, “I like your use of examples.”
• I had a busy afternoon. Here’s what happened:
• I walked to the store. Question marks may be placed either inside or outside the quotation
• I bought apples, oranges, and bananas. marks, depending on who is asking the question.
• I walked home with my groceries. • What do you think he meant by “I like your use of examples”?
She asked, “Will you be my friend?”
If your list elements complete a sentence that was started to introduce
the list, do not capitalize each item. Use a semicolon at the end of every
line except the last, which has a period at the end.
• It was a busy afternoon, during which I:
• walked to the store;
• bought apples, oranges, bananas; and
• walked home with my groceries.
BRAND GUIDE 35
Use Canadian / British spelling for the following words: Use US (not Canadian or British) spelling for the following words:
• analyze (not analyse) • organize (not organise)
• centre (not center, unless part of a proper name) • realize (not realise)
• In past tense, this is spelled: centred • recognize (not recognise)
• cheque (not check) • barbecue [not Bar-B-Q or BBQ]
• colour (not color)
• counselor (not counsellor)
• enrol/enrolment (not enroll/enrollment)
• focused, focusing (not focussed, focussing)
• honour (not honor)
• Exceptions: honorary, honorarium, honorific
• inquire (not enquire)
• metis (not Métis)
• motosport (not motorsport)
• per cent (two words, not percent or % in text)
• program (not programme)
• resume (not resumé)
36 MANITOBA INSTITUTE OF TRADES AND TECHNOLOGY
COMMONLY CONFUSED TERMS
Affect vs. Effect Piqued vs. Peeked vs. Peaked
• Affect is a verb, meaning to impact or change: • Piqued means to have excited interest; e.g., “Their interest was
“Poor weather will affect our plans.” piqued when I pulled a Zorro mask and cape from my bag.”
• Effect is usually a noun and is the result of the change: • Peeked means to have looked at or glanced; e.g., “When I peeked
“Smiling can have a great effect on your mood.” in his bag, my suspicions were confirmed.”
Complement vs. Compliment • Peaked means to reach a high point; e.g., “The man with the
Zorro mask and cap peaked in high school.”
• Use “complement” (with an e) when talking about a pairing or
comparison: “This complements our offering.” Stationary vs. Stationery
• Use “compliment” (with an i) when saying something nice: • Use “stationary” (with an a) when you mean standing still, not
“I’d like to compliment you on your work.” moving, fixed, immobile, or unchanging: “I’d rather ride a mountain
bike than a stationary one.”
Farther vs. Further
• Use “stationery” (with an e) when you’re referring to writing paper,
• Use “farther” when indicating physical distance: letterhead, envelopes, and others:“Do you want embossed or
“She ran farther than he did.” debossed letterhead for your next stationery order?”
• Use “further” when indicating metaphorical or figurative distance:
“We should discuss the project before taking it further.” That vs. Which
• Use “that” if the clause that follows in your sentence is “restrictive,”
Fewer vs. Less or necessary to the reader’s understanding of the sentence: “Cows
• Use “fewer” when the items in question are countable: that are spotted are called piebald.”
“I have two fewer apples than you.”
• Use “which” if the clause is “non-restrictive,” or not necessary to the
• Use “less than” when what you’re talking about is abstract reader’s understanding of the sentence: “Spotted cows, which are
or can’t be counted: “I have less courage than you.” fun to see at the side of the road, are called piebald.” (Spotted cows
are called piebald.) Note: you’ll need to use a comma before “which”
i.e. vs. e.g. and after “road” to set off the non-restrictive clause.
• Use e.g. (exempli gratia, meaning “for example”) when providing
an example: “I buy root vegetables, e.g., potatoes, carrots, and
onions, through a local supplier.”
• Use i.e. (id est, meaning “in other words”) when clarifying a point:
“I buy root vegetables from local, i.e., fresh, sources.”
BRAND GUIDE 37
SOCIAL MEDIA STANDARDS
CODE OF CONDUCT
We have an opportunity to promote MITT’s brand Remember that we are accountable for all statements and assertions
we make on social media. While we can add personality to our
through every post and interaction we engage in online, social messaging, the activities we post online are a reflection
using social media as a tool to inform others about of MITT’s brand and personality. As such, we should follow the
recommendations for content provided in this guide and always refrain
MITT and the value we offer.
from posting personal opinions and personal information.
Anything that damages MITT’s reputation has consequences for the
Institute as a whole. MITT’s External Relations department will be
tasked with identifying any behaviours on social media that may be
seen to harm or negatively influence our brand, and will support staff
as needed to prevent future negative incidents.
38 MANITOBA INSTITUTE OF TRADES AND TECHNOLOGY
SOCIAL MEDIA MANAGEMENT
POSTING LINK SHARING
• Always include a link and/or an image with every post. • Incorporate a balanced mix of content while watching performance
insights to learn what audiences are responding to most.
• Always include a brief statement with each link and image shared.
• Always post with value-added commentary—because unless we
• Use the brief statement to provide value, context, and relevance
to the target audience (why read this article, why this image have something new to contribute to the conversation, our content
matters) and to demonstrate thought leadership (our unique/ can come off as stale or simply regurgitated, and our brand will
informed perspective). carry that weight.
• Link to mobile-friendly sites whenever possible. Check links on
• Regularly review performance analytics to determine the peak
posting hours and when the most followers are online. Post a smartphone before posting, because a link with poor or hard-
regularly at those times and occasionally at other times as well. to-read content or formatting can reflect poorly on our brand,
once we share it.
• Avoid making multiple updates within a short time span.
• Create a Google Alert for MITT, and for our competitors and
suppliers, to receive email alerts about articles and blogs as
IMAGES soon as we, or they, are mentioned online.
• Always use an image (or slideshow or video). A post that features
a photo or illustration is 10 times more likely to generate
engagement than a text-only post. Whenever possible, include a
well-composed, high-quality image with posts.
• Ensure all images are sized appropriately for each social platform.
Search for “social media image sizes [year]” to find up-to-date
image specs for all social media platforms.
BRAND GUIDE 39
SOCIAL MEDIA MANAGEMENT (CONT.)
Be positive, cheerful, upbeat, and professional. It is considered a best practice to reply within 24-hours to users who
have commented on or engaged with our content. If you are unable to
Avoid using words like “can’t,” “don’t,” and “never.”
respond to inquiries personally within 24 hours, set up an auto-reply
Maintain professionalism in the words you use. that informs the user that we have received their inquiry and will
Avoid using colloquialisms such as “LOL,” “OMG,” etc. respond at our earliest convenience.
Thank each person who has shared any of our posts.
Whenever possible, reply to inquiries with relevant links to sites or
Use hashtags that are relevant only to your post topic(s). contact information. For example: “Thanks for your interest in MITT.
We’d be happy to speak with you further so we know how we can help.
Don’t over-tag a single post (no more than four).
Please feel free to contact [NAME] at 204 [### ####].”
Regularly use hashtags on Instagram, Twitter, and LinkedIn.
Identify users who interact regularly with MITT for potential
Limit hashtag use on Facebook and YouTube. advocacy in the future.
Use hashtags anywhere in the copy of an Instagram, Twitter, or
LinkedIn post; they don’t have to be listed only at the end of a post. FOLLOWING
Follow only the accounts of relevant, credible or reputable brands,
organizations, and individuals.
Whenever possible and appropriate, look up and @mention Look at who follows organizations similar to MITT and take note of any
and/or tag people and organizations referred to in a post relevant hashtags.
(e.g., shout-outs to event sponsors, hosts, participants, etc.).
Look at who similar organizations are engaging with to find potential
If mentioning a private citizen, it’s good practice to get their users to follow.
permission before tagging them.
Follow users who like your content and who post frequently.
Always stay positive, appreciative, and complimentary.
40 MANITOBA INSTITUTE OF TRADES AND TECHNOLOGY
SOCIAL MEDIA MANAGEMENT (CONT.)
Never delete negative comments.
Always reply as soon as possible.
Offer an apology when necessary, keeping the language positive
and not defensive.
Attempt to move a negative conversation to a private setting;
e.g., “Hi [NAME], we’re sorry to hear about your experience with
[DESCRIPTION]. Please send us a direct message or call
[PHONE #] and we will gladly work with you to turn this around.”
If you are unable to respond personally within 24-hours, set up
an auto-reply that informs the user that we have received their
comment or complaint and will respond at our earliest convenience.
(Note: this is for direct messages only; negative public comments
should always be dealt with personally as quickly as possible.)
Never engage in debates or arguments online.
BRAND GUIDE 41
BRAND GUIDE 43
The MITT logo, colours, and
primary typefaces anchor the
MITT visual identity.
The MITT visual identity guidelines are a
graphic system—a toolkit of the institutional
logo, official colours, and primary typefaces Colour Palette
that are associated with the MITT brand. These
key graphic elements, and the guidelines that
govern their use, ensure consistency in all
communications across print, digital,
and environmental channels.
By maintaining this basic set of rules, we:
• ensure all MITT communications are
easily identified as coming from the
• enhance MITT’s reputation;
• build instant recognition of MITT
messaging; and ABCDEFGHIJKLMNOPQRSTUVWXYZ
• reinforce brand recognition in a strong, abcdefghijklmnopqrstuvwxyz 1234567890
Please direct any questions regarding these guidelines to External ABCDEFGHIJKLMNOPQRSTUVWXYZ
Relations at [email protected] abcdefghijklmnopqrstuvwxyz 1234567890
Please note that these guidelines will be updated as new standards
and assets are created. Please contact External Relations to ensure
you are following the latest guidelines.
44 MANITOBA INSTITUTE OF TRADES AND TECHNOLOGY
The logo includes two components: the bridge
icon and the wordmark. These components
must not be altered in any way, nor should they
be separated as stand-alone components. The
stylized elements, colours, and typography are
integral to our overall image, and should always
be presented as shown here.
Always use original digital files supplied by External Relations.
BRAND GUIDE 45
This is the primary horizontal version of the
MITT logo and should be used consistently
in all applications.
The logo comes in horizontal and
vertical (stacked) versions to ensure both
functionality and ease of use.
The logo should always appear on a white
or light-coloured background. Attempts to
alter this logo must be avoided.
46 MANITOBA INSTITUTE OF TRADES AND TECHNOLOGY