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School of Media and Journalism
University of North Carolina at Chapel Hill
PUBLIC RELATIONS CAMPAIGNS: MEJO 434.002Fall 2016
Tuesday and Thursday, 11 a.m. – 12:15 p.m.
Location: Carroll Hall, Room #253____________________________________________________________________________________
Instructor: Richard G. (Rick) Clancy III, APREmail: [email protected]
Office Phone: 919.389.0025, Mobile: 858.837.0784Office Hours: Tuesdays and Thursdays, 1:30 p.m. – 3 p.m.;
Mondays and Wednesdays, 9:30 a.m. – 12 noon, or by appointmentOffice Location: #370 – Third Floor, Carroll Hall
PREREQUISITES: This is the PR sequence capstone course! Prerequisites include the successful completion of MEJO 137: Principles of Advertising and PR; MEJO 232: Public Relations Writing; and MEJO 431: Case Studies in Public Relations. In addition, MEJO 279: Advertising and Public Relations Research is also highly recommended as this course places much emphasis on research. If you have yet to take MEJO 279, please consider taking it first or at the same time as Public Relations Campaigns.
COURSE OVERVIEW
Public Relations Campaigns is designed to help you integrate what you’ve learned in prior classes and now apply those skills to the development of a PR campaign for an actual “client.” This is a great opportunity to learn by doing. After completing this course, you and your “agency” colleagues will have created and presented a polished PR proposal that addresses your client’s needs.
Your ultimate goal in this class should be to produce a thoroughly researched PR plan and presentation that exceeds the expectations of both the client and the instructor. The final product should be a great addition to your professional portfolio. Plus, you’ll have a real-world experience to add to your resume, discuss in interviews, and reflect on when related issues and opportunities present themselves in your post-graduation career.
Students are expected to approach this advanced class with enthusiasm and professionalism. The aim is to prepare you for the post-graduation world of public relations practice and/or research where it is essential to think critically and strategically about the development of sophisticated PR campaigns. This will require the use of sound research, public relations theories, and communications models to develop measurable objectives, a strategic action plan, creative tactics, and clear evaluation metrics.
Note that this syllabus is subject to changes and updates. Revisions will be shared in class and on Sakai.
COURSE OBJECTIVES
Over the course of the semester, by working as a team to research and develop a polished public relations campaign for an actual “client” and by investing in your personal branding, speaking and presentation skills, you will:
1. Learn to work with and listen to a real-world client;2. Use different forms of research to set measurable objectives, inform strategy, test key program
elements, and refine evaluation criteria;3. Experience the challenges and rewards of working with a real-world client and creating a PR
campaign that meets the client’s needs;4. Understand the complexities of PR campaign planning after working as a team to research and
create an effective strategy, creative approach, budget, program timeline, and evaluation plan;5. Strengthen your management and teamwork capabilities by functioning as a “mini agency;”6. Recommend key program elements and produce some professional PR materials consistent with
the campaign strategy that will also serve to enhance your professional portfolio;7. Hone your presentation, speaking, and writing skills; and 8. Develop your personal brand to help present yourself effectively in life and career pursuits.
REQUIRED TEXTBOOK, PRESENATION APP, SUGGESTED READINGS AND OTHER MATERIALS
Textbook: Planning and Managing Public Relations Campaigns, A Strategic Approach – Fourth Edition – Anne Gregory (2015, Kogan Page and the Chartered Institute of Public Relations – ISBN: 978-0-7494-6873-6, E-ISBN: 978-0-7494-6874-3). This book details the PR planning process we will use in class, including setting realistic goals and objectives. Although the author is based in the United Kingdom, the book provides insights relative to PR research, planning and evaluation that can be applied in the United States and globally.
Public relations and other news sites for reviewing articles and sharing takeaways from such sources as PRSA Trends and Issues, PRSA SmartBrief, PR Week, The Public Relations Strategist, Public Relations Tactics, CommPRO Executive Briefing, The Edge: New Voices of Public Relations http://prnewpros.prsa.org/, Everything-PR http://everything-pr.com/about/, PR Newser, The Holmes Report, SHIFT Happens, Social Media Newsfeed, MarketingProfs, and many more
Additional readings as assigned and posted to Sakai, made available in class, in the Park Library, and/or on the web (e.g., the PRSA and its various websites (https://www.prsa.org)
The Park Library web portal for the PR Campaigns class at http://guides.lib.unc.edu/mejo434 The Associated Press 2016 Stylebook (2016, The Associated Press – ISBN 978-0-917360-61-9);
the online edition; or any recent edition borrowed from a friend or Park Library Writing without Bullshit – Josh Bernoff (2016, HarperBusiness – ISBN 978-0-06-247715-6) The Ketchum Mindfire Program, a PR student creative crowdsourcing platform at
https://www.ketchum.com/de/mindfire The LikeSo personal speech coach smartphone app available for 99 cents at
https://sayitlikeso.com/, which will help you with interviews and presentations “Personal Branding for Dummies” http://www.dummies.com/how-to/content/personal-
branding-for-dummies-cheat-sheet.html “Personal Branding for College Graduates: 10 Tips for Success”
https://www.linkedin.com/pulse/personal-branding-college-graduates-10-tips-success-carolann-desimine – CarolAnn DeSimine
“10-Step Personal Branding Worksheet” http://www.job-hunt.org/personal-branding/personal-branding-worksheet.shtml – Meg Guiseppi
“Creating an Elevator Pitch – Two Minutes or Less” http://career.sa.ucsb.edu/students/job-search/creating-elevator-pitch-two-minutes-or-less – UCSB
“Ace Your Next Interview by Avoiding These 3 Mistakes” http://www.prsa.org/Intelligence/Tactics/Articles/view/11526/1127/
Ace_Your_Next_Interview_by_Avoiding_These_3_Mistak?spMailingID=13041035&spUserID=MzM4NTc4NjUyMzYS1&spJobID=763123032&spReportId=NzYzMTIzMDMyS0#.V1WH9-SRYms – Public Relations Tactics, Heather Sliwinski
“Your Elevator Pitch: The Single Most Important Piece of Career Advice – And Why it’s Quite Simple” http://www.commpro.biz/corporate-insights/your-elevator-pitch-the-single-most-important-piece-of-career-advice-and-why-its-quite-simple/?utm_medium=email&utm_source=peer360&utm_campaign=June22016&utm_content=InsightfromLeadingIndustryOrganizationsMay242015826PMcopyMay252016311PMcopy – Video at CommProBiz, James Citrin
Tent cards provided for name placards used in a U-shaped seating set-up and for client meetings
GRADING AND ASSIGNMENTS
CLASS PARTICIPATION AND ATTENDANCE: 100
As noted, this is the PR capstone course. The overall quality of the class and the value both to you and the “client” will depend upon the active participation and attendance by all class members. Because much of the work will be with fellow students in small “agency” teams, you are expected to be engaged at all times during class time, as well as when you are working together outside of class.
This portion of your grade will reflect such factors as your contributions to class discussions, your degree of preparedness, attendance, and other measures of involvement with the course material. Taking part in class discussions and reacting to informal student presentations focusing on PR trends and issues “in the news” (see below) will also count toward your class participation grade.
Review assigned readings in advance and be prepared to discuss them critically during class. For some readings, you will be asked to come to class with a one-page printout with a related question, comment or criticism (unless otherwise stated). Students are also expected to volunteer to lead certain discussions from the book Planning and Managing Public Relations Campaigns.
The participation grade will be based on attendance, completion of pre-class readings, engagement with clients and guest speakers, discussion centering on PR trends and developments, initiative demonstrated during the campaign research phase, engagement during final campaign presentations, and your overall level of participation throughout the semester.
Given the interactive nature of this course, class attendance is essential. Recognizing that life happens, you may be absent twice with no penalty. These can be excused or unexcused, although advance notice is appreciated as a courtesy. The participation grade will be split with a first half and second half grade worth up to 50 points each. For every class missed beyond two, 10 points (1%) will be deducted from the second half grade.
A daily sign-in sheet will be passed around to start class. Similar to many professional conferences, there will be name placards at your seats to facilitate discussion. During class, laptops may be used for taking class notes, doing campaign work, and conducting related research. Laptop usage will not be permitted when we have class presentations and special guest speakers. Mobile phones are to be turned off in class. No texting or instant messaging.
PUBLIC RELATIONS IN THE NEWS: 100
As noted above, students are expected to monitor and share PR-focused news developments, trends, best practices, campaign approaches, issues, tactics, and events that are “in the news.” These can come from any news source, but most can best be found online in various PR and marketing-related media outlets, blogs and discussion groups.
Daily online PR news sources include PRSA Trends and Issues, PRSA SmartBrief, CommPRO Executive Briefing, Everything-PR, Spin Sucks, Social Media Newsfeed and MarketingDaily. Other sources of PR news include PR Week, PR Newser, Ad Age, Adweek, The Public Relations Strategist, Public Relations Tactics, and The Edge: New Voices in Public Relations (the last three published by the PRSA). Occasionally, mainstream media like the Wall Street Journal, New York Times, and other business news outlets will have articles related to public relations. I will also post articles and blogs on the class Sakai website that are worthy of your attention.
On dates specified in the syllabus, students will turn in brief one-page reports summarizing the article or post, and offering key takeaways or insights. Please note that these “in the news” reports are due even if you are absent. Print them out double-spaced with a few brief paragraphs and/or bullet points.
On occasion, you may be asked to search for articles related to specific topic areas, such as PR research and evaluation, PR objectives and goal-setting, social media insights, customer relations/marketing PR, crisis communications, CSR, etc. At the start of each class, a couple of students will be asked to stand (depending on class size) and share a summary of the article and offer their insights, engaging the class in a brief discussion.
The brief written reports should include:
Your name, a headline, the cited news source(s), and the date of publication; A summary of the PR-related topic or development in the news; and Key takeaways and insights (i.e., what you learned from the article or post).
When sharing your news summary, present the key points for about 10 minutes. We will then engage in brief discussion for another five minutes or so. On occasion, we will augment or substitute other assignments for these PR news reports, such as brief reports tied to readings in the textbook and insights learned from guest speakers. The grade for “PR in the News” will be split with a first half grade worth up to 50 points and a second half grade worth up to 50 points.
PERSONAL BRANDING PROGRAM: 150
Preparing to compete in the job market is analogous to planning a campaign for a client, except that you are the client! In this case, enhancing and promoting your personal brand are the campaign goals.
The first 50 points of this grade will be based on key written and online documents. Specifically, you will be asked to update your resume, write a professional bio, and create or refine your LinkedIn profile.
Another 100 points will relate to your personal branding presentation. You will have the opportunity to make a two-minute presentation to the class. This is where you will share your personal and professional brand story (sometimes called an “elevator pitch”), and field a question or two about yourself. Think of this as a response to the typical ice-breaker in an interview: “So tell us about yourself.” These presentations will take place in the second half of the semester.
Whether done for extra credit (addressed later in this syllabus) or not, this will be a good opportunity to enhance speaking and presentation skills by taking advantage of the two-minute “FreeStyle” mode in the LikeSo personal speech coach smartphone app available for iPhone and iPad at https://sayitlikeso.com/ .
RESEARCH PROPOSAL, REPORT AND CLIENT PRESENTATION: 250
Early in the course, students will be grouped into small “agency” teams for the purpose of working together on a “client” PR campaign, which will be presented to the client at the end of the semester. During the first part of the semester, much of the team’s focus will be on research.
This will include informal research, a background client brief, an organization overview, a situation analysis, secondary research, and a written research proposal. Upon approval of the research proposal, primary research can begin followed by a formal research report and presentation with the client in attendance.
Research Proposal: 50
The agency teams’ first assessment in this area involves proposing research to inform the eventual PR campaign objectives and strategy. Proposals should encompass background related to what is known about the organization, including an organization overview; a situation analysis (including a SWOT); reflection on the issue/opportunity at hand, a breakdown of key publics, stakeholders and/or audiences to be addressed/considered; a market or competitive analysis; and any prior PR efforts.
The Research Proposal should then focus on your recommendations for primary research, including targeted research participants, quantitative and/or qualitative methods recommended, survey and/or interview questions you plan to use, and your work plan for obtaining research participants and conducting the research.
The proposal should also address any deeper secondary research considerations (e.g., content analysis) the team believes is necessary. You will not be allowed to initiate your primary research program until you have obtained approval from me and if necessary the client.
Research Report: 125
The second assessment relates to the written Research Report, which should be a polished document worthy of presenting to the client. The report should make note of the quantitative and/or qualitative research methodologies utilized, including an analysis of survey participants, questions and responses.
The report should then address key findings and insights gleaned from your primary research, in addition to previously conducted secondary research relative to the needs or objectives stated in the original client brief, the organizational overview, the situation analysis (including SWOT), market and competitive insights, and interests of key publics, stakeholders and/or target audiences.
Research Presentation: 75
Plan to make a formal PowerPoint presentation of your research findings with the client present. The Research Presentation will run at least 15 minutes followed by another 10 minutes or so for questions and discussion. In addition to reporting on your various research activities and the major findings, you should be prepared at this stage to share any special insights and even some preliminary campaign ideas or strategic communications approaches suggested by your research.
FINAL PUBLIC RELATIONS CAMPAIGN PLAN AND CLIENT PRESENTATION: 400
Final PR Campaign Written Report: 250
Based on the original client brief and your extensive research, plus what you’ve learned in class about effective public relations, you will develop a written campaign plan and proposal addressing the client’s needs and/or opportunities.
The plan must include:
1. A review of the client’s needs and stated challenges or opportunities, 2. An organizational overview and situation analysis (SWOT, market/competitive set, etc.), 3. A matrix summarizing the interests/motivations of key publics, stakeholders or target audiences; 4. Key findings and insights gleaned from your research concerning these publics relative their
interests and the client’s needs, 5. A proposed PR action plan with overarching goals or aims (informed by the research and
background brief), measurable objectives (stretch targets yet realistic), and the “big idea” or strategy(s) around which the tactics will revolve;
6. A detailed outline of the recommended program elements and tactics, including people and resources required to execute them;
7. Sample program materials (e.g., target media, blogger and/or influencer lists; sample pitch emails, press release drafts, suggested video or social media content, etc.),
8. Evaluation criteria and metrics tied to the plan’s measurable objectives (stated previously), and9. A campaign timetable, and10. A budget framework built around the campaign timeline and an estimate of professional time
and other expenses required to execute the program.
Final PR Campaign Presentation: 150
Together, the Campaign Written Report and the Final PR Campaign Presentation to the client will comprise your final exam for this course. Presentations will be scheduled around the client’s availability probably during the last day of class Tuesday, Dec. 6 and/or the final exam day Thursday, Dec. 15, beginning at 12 noon. (Still to be confirmed.) Plan on a 20-minute PowerPoint presentation by your agency team followed by at least another 10 minutes questions and comments from the client and the class. The presentation should highlight and summarize the key points in your final campaign plan/proposal as outlined in the section above.
Depending on the overall class size, students not presenting are expected to join with the client and instructor engaging in a brief discussion with questions or comments following each presentation. As noted earlier, this class engagement will be factored into the class participation portion of everyone’s course grade. Meanwhile, how the presenters address questions/comments from the client and the class will be considered in the presentation portion of each student’s final project grade.
To foster class engagement during the final presentations, laptops and mobile phones are to be turned off and stored away by members of the class who are not presenting.
OVERALL GRADING (May be affected by the extra credit opportunity explained below.)*
Class Participation and Attendance: 100 points, 12.5%“Public Relations in the News” Reports: 100 points, 12.5% Personal Branding Program: 150 points, 20%Research Proposal, Report and Client Presentation: 250 points, 25%Final PR Campaign Plan and Client Presentation: 400 points, 30%
1,000 points, 100%
GRADING SCALEA = 100-94A- = 93.9-90B+ = 89.9-87B = 86.9-84B- = 83.9-80C+ = 79.9-77C = 76.9-74C- = 73.9-70D = 69.9-65F = 64.9 or below
* EXTRA CREDIT OPPORTUNITY
Students are encouraged to pursue one of two extra credit opportunities that can raise your overall grade by one level (e.g., from an A- to an A, from a B+ to an A-, from a B to a B+, from a B- to a B, etc.).
1. The Ketchum Mindfire Challenge: Students are invited to participate in two Ketchum Public Relations Mindfire challenges over the course of the semester. This is a unique opportunity to submit creative ideas and recommendations to a prestigious PR firm in support of its clients.
The challenges will come directly from Ketchum to your email address (or possibly your Twitter account). If you opt-in, I will provide email addresses to Ketchum early in the semester. Then you select the two challenges to which you want to respond by posting your ideas directly onto the Mindfire website. In addition, please provide me with a hard copy outlining each PR challenge along with the specific ideas and recommendations you submitted.
Note: Beyond extra credit, Ketchum awards prize money to the top entries and announces special recognition awards. There may be additional opportunities for internships and/or fellowships with the firm. Plus, you can highlight your program participation on your resume.
Verify participation by providing hard copies of your submitted responses to two online Mindfire Challenge posts. Plan to make an informal presentation about your submissions during class.
Who were the clients and what was the background behind the challenges? What excited you about them? What were your ideas and recommendations? Why would they help meet the clients’ goals? Additionally, how did the Mindfire experience influence your interest in possibly pursuing a PR career?
2. LikeSo: Personal Speech Coach: Download the LikeSo speech coach app for the Apple iPhone or iPad, beginning prior to the first class research presentation and concluding before your personal branding “Elevator Pitch” presentation. The app is available for just 99 cents at https://itunes.apple.com/us/app/likeso/id1074943747?mt=8. More information can be found on the LikeSo website at https://sayitlikeso.com/. Plus, here are two LikeSo reviews from USA Today, Bustle (with a YouTube video link), and MomCentral.com: http://www.usatoday.com/videos/tech/columnist/baig/2016/05/17/84502172/http://www.bustle.com/articles/161673-the-likeso-app-evaluates-your-speech-based-on-the-number-of-filler-words-you-usehttp://momcentral.com/say-good-bye-to-like-actually-with-the-new-likeso-app/
First, use the LikeSo’s “FreeStyle” mode to practice your two-minute Elevator Pitch five times over the course of a week leading up to your presentation. Then print out a one-page screen grab showing how your filler-word usage (e.g., like, so, you know, etc.) and pacing (too fast or too slow) changed over the course of the five practice sessions.
Second, use “The Interview” topic in LikeSo’s “TalkAbout” mode to practice how you speak and handle yourself in a job interview situation.
Third, write a review based on your experience with both modes (“FreeStyle” and “TalkAbout”) of the app, addressing how it may (or may not) have improved your speaking, presenting, pacing, word-filler usage, and interviewing skills.
Fourth, share your review in three ways:
On one of the sayitlikeso-owned social media channels; On one of your social media channels (e.g., Twitter, Instagram, Facebook, LinkedIn); and With a third-party discussion group, forum, blog or website related to giving speeches,
verbal communications, presentations, interviews/career advice, and/or PR.
Verify participation above by providing a screen grab printout of how you progressed over the five two-minute Elevator Pitch sessions. Also provide a copy of your review(s) of the app,
including how and where it was placed or posted. Then plan to share your LikeSo app experience with the class in an informal presentation.
Was it easy to download and use? Was it worth the price? Was it helpful and in what ways? Did it increase your awareness of your speaking patterns? Were you able to cut back on filler words? Did the app boost your presentation confidence? What did you like best/least about it? Would you recommend it?
PROFESSIONALISM AND ASSIGNMENT EXPECTATIONS
Students are expected to be professional in all dealings associated with this class. This includes treating our volunteer “clients” and guest speakers with the utmost respect and providing them with your full attention, as well as conducting yourself in a professional manner both during and outside of class.
In addition, all written assignments should be typed, proofread and grammatically correct. Good writing is critical to success in public relations. Punctuation and grammatical errors will affect your grade. AP Style is preferred, as it is used by many PR practitioners and journalists as their de facto style guide.
Keep copies of all submitted assignments, including your agency team’s research report/presentation and the final PR campaign report/presentation. Specific instructions for each assignment will be reiterated in class and are integrated into this syllabus posted on Sakai. Your ability to follow these instructions carefully and as precisely as possible will surely benefit your grade.
If at any time you have questions or concerns, please see me during office hours or make an appointment. My goal is for all students to succeed in this class through new learnings, experiences, engagement, and accomplishment in a real-world public relations situation involving a real-world client.
SPECIAL ACCOMMODATIONS
Please notify me as soon as possible should you require special accommodations in order to attend, participate, and/or meet the requirements of this class as described above. If such is the case and you have not done so already, also contact the University’s Department of Accessibility Resources Services (AR&S) for more information at [email protected] or by calling 919-962-8300.
THE ACEJMC
The Accrediting Council on Education in Journalism and Mass Communications (ACEJMC) http://www2.ku.edu/~acejmc/PROGRAM/PRINCIPLES.SHTML#vals&comps requires that graduates be cognizant of core values and competencies, and be able to:
Understand and apply principles and laws of freedom of speech and press for the country in which the institution that invites ACEJMC is located;
Receive instruction in and understand the range of systems of freedom of expression around the world, including the right to dissent, to monitor and criticize power, and to assemble and petition for redress of grievances;
Demonstrate an understanding of the history and role of professionals and institutions in shaping communications;
Demonstrate an understanding of gender, race, ethnicity, sexual orientation and, as appropriate, other forms of diversity in domestic society in relation to mass communications;
Demonstrate an understanding of the diversity of peoples and cultures, and of the significance and impact of mass communications in a global society;
Understand concepts and apply theories in the use and presentation of images and information; Demonstrate an understanding of professional ethical principles, and work ethically in pursuit of
truth, accuracy, fairness and diversity; Think critically, creatively and independently; Conduct research and evaluate information by methods appropriate to the communication
fields in which they work; Write correctly and clearly in forms and styles appropriate for the communication audiences
and purposes served; Critically evaluate their own work and that of others for accuracy, fairness, clarity, appropriate
style, and grammatical correctness; Apply basic numerical and statistical concepts; and Apply tools and technologies appropriate for various communications professions.
HONOR CODE
Students are expected to conduct themselves within the guidelines of the UNC – Chapel Hill honor system (http://honor.unc.edu). All academic work should be done with the high levels of honesty and integrity that this university demands. You are expected to produce your own work in this class. If you have any questions about your responsibility or your instructor’s responsibility as a faculty member under the Honor Code, please see the course instructor, Senior Associate Dean Charlie Tuggle, or speak with a representative of the Student Attorney Office or the Office of the Dean of Students.
SEEKING HELP
If you need individual assistance, it is your responsibility to meet with the instructor. If you are serious about wanting to improve your performance in the course, the time to seek help is as soon as you are aware of a problem – whether the problem is difficulty with course material, a disability, or an illness.
DIVERSITY AND INCLUSION
The university’s policy on Prohibiting Harassment and Discrimination is outlined in the 2011-2012 Undergraduate Bulletin http://www.unc.edu/ugradbulletin/.
UNC – Chapel Hill is committed to providing an inclusive and welcoming environment for all members of our community and does not discriminate in offering access to its educational programs and activities on the basis of age, gender, race, color, national origin, religion, creed, disability, veteran’s status, sexual orientation, gender identity, or gender expression.
HARASSMENT
UNC – Chapel Hill does not tolerate harassment based on gender, race, religion, sexual orientation, culture, disability, or for any other reason. It is also a violation of the Honor Code, Title VII of the Civil Rights Act (1964), and Title IX of the Educational Amendments. If you need assistance with a harassment issue or problem, bring it to either my attention, to the attention of Senior Associate Dean Charlie Tuggle, or to The Office of the Dean of Students at [email protected] or 919.966.4042.
MEJO 434.002 Fall 2016 WEEKLY SCHEDULE
Week, Date, Topics, Readings and Assignments (Due by Date Listed)
Week 1
Tuesday, Aug. 23Introductions, Course Overview, “Client” Preview, Syllabus, Grading, Opportunities, Expectations
Readings and Assignments: Prior to the first class, review the syllabus for “Public Relations Campaigns” MEJO 434.002 on Sakai or request it by email. Print out a one-page outline addressing what you hope to learn from the class, what excites (or frightens) you about it, relevant PR work/internship experiences, previous research classes or projects, career aspirations, and a “fun fact” about yourself. Two volunteers will be sought to share highlights and insights about PR Planning and Managing during the next class.
Thursday, Aug. 25
“PR Planning and Managing,” Professional Bios, Client Discussion, Student “Agency” Teams
Readings and Assignments: Read Gregory, Ch. 1: “Planning and Managing: the Context.” Two students will share chapter highlights and key learnings. One person will lead discussion around textbook pages 1-12. The other, pages 12-23, beginning with “The Position of PR within Organizations.”
Draft a double-spaced, one-page professional bio about yourself (in the third-person), which we will review in class prior to sharing with the client. This post about writing bios should be helpful http://www.prnewsonline.com/featured/2012/05/08/bio-hazards-9-mistakes-to-avoid-when-writing-a-professional-bio/. Form student agency teams during class. Two volunteers will be sought to share insights about “PR in Context” during the next class.
Week 2
Tuesday, Aug. 30
“Putting PR in Context,” Agency Team Names, “PR in the News” Reports, Bios
Readings and Assignments: Share final agency team names. Read Gregory, Ch. 2: “Putting Public Relations in Context.” One person will lead discussion around textbook pages 25-30. The other, pages 30-37, beginning with “Organizational Development.”
Finalize bios for submission to the client. Begin studying the client’s website. Search for an interesting news article or blog post about “PR in the News” and submit a brief, one-page printout summarizing the article/post and offering key takeaways.
Thursday, Sept. 1
Client Meeting, Client Challenge/Opportunity Brief
Readings and Assignments: Beyond the client website, review available secondary information (e.g., articles, blog posts, reviews, Wikipedia descriptions, etc.) about the client organization, industry and/or field of practice.
Submit a printout with at least three questions for the client. This should help in the preparation of an Organization Overview for the next class. Additionally, two student volunteers will be asked to share insights gleaned from the textbook chapter on PR “Research and Analysis” during the next class.
Week 3
Tuesday. Sept. 6
“Research and Analysis,” Client Organization Overviews, Review Client Brief, “PR in the News”
Readings and Assignments: Read Gregory, Ch. 4: “Research and Analysis.” One person will lead discussion around textbook pages 53-66. The other, pages 66-73, beginning with “Who Should Undertake the Research.”
Submit and be prepared to share a combined client Organization Overview from each agency team with information and insights based on the client brief, any additional research, and the team’s collaboration. The overview should contain basic facts about the organization, its leadership, history, and its services/products.
To the extent possible, report as a team on the organization’s sales/profitability, culture, values, vision, mission, management structure, employee profile, market dynamics, competitors, stakeholders, and other salient information.
Also search for an interesting news article or blog post about “PR in the News.” Submit a brief one-page report summarizing the article/post and offering key takeaways/insights. Plus, two volunteers will be sought to share case studies from the textbook about “Research and Analysis” during the next class.
Thursday, Sept. 8
Case Studies in “Research and Analysis,” “PR in the News” (continued from the previous class)
Readings and Assignments: Continue reading the case studies in Gregory, Ch. 4: “Research and Analysis.” One student will lead discussion around the “Love Food, Hate Waste” case; another will address the “Sleep Pod Hotel Media Tour” case. Discussion will also continue around one or two more “PR in the News” articles from the prior class. Agency teams will also begin discussing approaches to a client situation analysis (including SWOT) and further secondary and primary research that may be useful in developing a Research Proposal and eventual client PR Campaign.
Week 4
Tuesday, Sept. 13
Guest Speaker: Stephanie Brown or Hannah Pope will discuss “Resources in the Park Library to Conduct Research,” Team Consultations toward developing Research Proposals
Readings and Assignments: Submit three questions about conducting research printed out on a single sheet of paper for discussion with our guest during class.
Plan to work collaboratively in class following the guest speaker’s presentation on the agency teams’ Research Proposals. This will prove critical toward informing the eventual PR Campaign objectives, strategy, creative idea(s), and evaluation metrics.
The Research Proposal should include the previously prepared Organization Overview; a situation analysis (including a SWOT); an introduction of the key issue or opportunity at hand; a breakdown of major publics, stakeholders and/or target audiences; a market analysis; competitive assessment; and previous/ongoing PR efforts if any.
In addition, the Research Proposal should address further secondary research that may be necessary. It should then specify recommendations for primary research (e.g., in-depth interviews, focus groups, surveys, etc.), including suggested research participants, quantitative and/or qualitative methods, survey or interview questions to be asked, and a work plan/timetable for conducting the research.
Thursday, Sept. 15
Guest Speaker Audrey Mann Cronin: Audrey is the co-founder of Say It Media, Inc. and the LikeSo personal speech coach and presentation app. Using voice recognition software, the app offers a private and fun way to practice speaking articulately, confidently and without filler words that weaken speech, such as “like,” “ya know,” “so,” “totally,” “whatever,” and more. Within the first week of launch, LikeSo hit No. 1 in the Apple App Store’s Paid Lifestyle category and No. 4 overall. In addition to this venture, Audrey is a veteran consumer technology communications consultant, blogger for parenting site Our Digital Daughters, and writer for Your Teen Magazine.
Readings and Assignments: Research background information about Audrey Mann Cronin. If you have an Apple iPhone for just 99 cents, download and start to experiment with the LikeSo app. Read and watch the following articles/videos from USA Today, Bustle (with a YouTube “The Dirty Word” video link), and MomCentral.com:
http://www.usatoday.com/videos/tech/columnist/baig/2016/05/17/84502172/
http://www.bustle.com/articles/161673-the-likeso-app-evaluates-your-speech-based-on-the-number-of-filler-words-you-use
https://www.youtube.com/watch?v=lMvncdJ9_Bk
http://momcentral.com/say-good-bye-to-like-actually-with-the-new-likeso-app/
Print out two questions you would like to ask our guest during class about the LikeSo app or any other aspect of her professional experience as a technology communicator, public relations professional, entrepreneur, and/or app developer. Anticipate agency team projects working with the app during class.
Week 5
Tuesday, Sept. 20
Audrey Mann Cronin and LikeSo Recap, “Publics and Messages,” Research Proposals, “PR in the News”
Readings and Assignments: Submit agency team Research Proposals to obtain feedback. Search for an interesting article or blog post about “PR in the News.” Submit a one-page report summarizing the article/post and offering key takeaways/insights. Will discuss a couple during class. Also read Gregory, Ch. 6: “Knowing the Publics and Messages.” One person will lead discussion around textbook pages 111-123. Another student will cover pages 123-130, beginning with “What Shall We Say?”
Thursday, Sept. 22
Carroll Hall Auditorium, 4 p.m. – Special Reed Sarratt Lecturer: Andy Polansky, CEO, WeberShandwick, the world’s second largest public relations firm. (Note: Attendance Required)
Regular Class Time, 11 a.m. to 12:15 p.m. – Andy Polansky may join the class that morning (TBD) or “PR in the News” (continued)
Readings and Assignments: Submit an Organization Overview of WeberShandwick, plus two questions printed out that you would like to ask Andy Polansky either during the lecture session or while visiting class. If Andy Polansky is unable to join the class, expect to continue class discussion around additional “PR in the News” articles from the prior class. Will also use class time to provide more Research Proposal feedback and assessments as time permits.
Week 6
Tuesday, Sept. 27
“PR in the News” Reports, Polansky Recap, Research Proposal Finalization; Formal Research Launch
Readings and Assignments: Submit a one-page reflection paper focusing on the most interesting comments and insights from Andy Polansky’s Reed Sarratt lecture for class discussion.
Search for an interesting news article or blog post about “PR in the News,” and submit a brief one-page report summarizing the article/post and offering key takeaways/insights. Obtain further Research Proposal feedback if necessary and finalize it to share with the client if available.
In addition, two volunteers will be sought to share insights from the textbook chapter focusing on “Communications Theory and Aims/Objectives” during the next class.
Thursday, Sept. 29
“PR in the News,” “Communications Theory and Objective-Setting,” Team Consultation, Research
Readings and Assignments: Class discussion will continue around one or two “PR in the News” articles from the prior class. Read Gregory, Ch. 5: “Communication Theory and Setting Aims and Objectives.”
One student will lead discussion around textbook pages 90-102. The other will address pages 102-109, beginning with “Setting Realistic Aims and Objectives.”
Assuming Research Proposals have been approved, student agency teams can begin working as time permits on their formal research activities, including any deeper secondary research and initial primary research. There should also be some class time available for agency team consultation.
Week 7
Tuesday, Oct. 4
Formal Research: Planning, Teamwork, Execution, Consultation
Readings and Assignments: Class time dedicated for student agency teams to use for conducting primary research and any additional secondary research that may be necessary for their Research Reports.
Thursday, Oct. 6
Formal Research: Teamwork, Execution and Consultation
Readings and Assignments: Additional class time dedicated for student agency teams to use for conducting primary research, beginning to draft Research Reports and starting to organize Client Research Presentations.
Week 8
Tuesday, Oct. 11
Formal Research Teamwork, Finalization of Research Reports and Client Presentations
Readings and Assignments: Class time dedicated for student agency teams to use for finalizing initial Research Reports and Client Presentations.
Thursday, Oct. 13
Final Research Reports and Client Presentations
Readings and Assignments: Submit Research Reports and make Client Presentations. Obtain real-time feedback during class. The written report should be a polished document ready to share with the client. The report should make note of quantitative and/or qualitative research methodologies utilized, including an analysis of survey participants, questions and responses.
The report should address key findings and insights gleaned from both your primary and secondary research related to the organizational needs or objectives stated in the original client brief, the situation analysis (including SWOT), market/competitive insights, and interests of key publics and stakeholders.
Plan to make a formal PowerPoint presentation of your research findings with the client present. The presentation should run up to 15 minutes followed by another five minutes or so for client feedback and discussion. In addition to reporting on the team’s research findings and insights, prepare to share preliminary campaign ideas, along with thoughts about strategic direction and/or communications approaches suggested by the research.
Two student volunteers will be asked to share insights from the textbook chapter about “Starting the Planning Process” during the next class.
Week 9
Tuesday, Oct. 18
“PR in the News” Reports, “Starting the Planning Process,” Client Research Feedback
Readings and Assignments: Search for an interesting article or blog post about “PR in the News.” Submit a one-page report summarizing the article/post with the key takeaways. Expect class discussion around one or two articles.
Read Gregory, Ch. 3: “Starting the Planning Process.” One student will lead discussion around textbook pages 38-46 (minus Figure 3.1). The other, pages 47-52, beginning with “The 12 Stages of Planning.”
Four students will be asked to volunteer to lead discussion during the next class after Fall Break around four personal branding articles, including “Personal Branding for Dummies,” Personal Branding for College Graduates: 10 Tips for Success,” “10-Step Personal Branding Worksheet,” and “Ace Your Next Interview by Avoiding These 3 Mistakes.” (For links to articles, see syllabus below.)
Thursday, Oct. 20 -- No Class: Fall Break
Week 10
Tuesday, Oct. 25
Final Research Reports and Presentations with Client Feedback, Personal Branding, “PR in the News”
Readings and Assignments: Based on client feedback, resubmit the teams’ final Research Reports and Presentation deck printouts for grading. These will inform the ultimate PR campaign objectives, strategy/creative idea(s), and evaluation metrics.
Search for an interesting article or blog post about “PR in the News.” Submit a one-page report summarizing the article/post with the key takeaways. Expect class discussion around a couple of them.
Also come to class with printed copies of your latest resume, bio, and LinkedIn profile, which will be reviewed during the session. Student volunteers will lead class discussion around these four articles/posts: “Personal Branding for Dummies” http://www.dummies.com/how-to/content/personal-branding-for-dummies-cheat-sheet.html, “Personal Branding for College Graduates: 10 Tips for Success https://www.linkedin.com/pulse/personal-branding-college-graduates-10-tips-success-carolann-desimine, “10-Step Personal Branding Worksheet” http://www.job-hunt.org/personal-branding/personal-branding-worksheet.shtml and “Ace Your Next Interview by Avoiding These 3 Mistakes” http://bit.ly/213dQiI.
A student volunteer will be asked to lead discussion in the next class around “Creating an Elevator Pitch – Two Minutes or Less.” (See link below.)
Thursday, Oct. 27
Personal Branding: The “Elevator Pitch,” “PR in the News” Reports (continued)
Readings and Assignments: Read “Creating an Elevator Pitch – Two Minutes or Less” http://career.sa.ucsb.edu/students/job-search/creating-elevator-pitch-two-minutes-or-less. Review and plan to discuss video “Your Elevator Pitch: The Single Most Important Piece of Career Advice – And Why it’s Quite Simple” http://bit.ly/1XxjyvD
Students will work together in their agency teams on their personal branding “elevator pitch” presentations and finalizing their resumes and LinkedIn profiles, which, together with the previously prepared bios, will be submitted for final review and grading during the next class.
Week 11
Tuesday, Nov. 1
“Elevator Pitch” Preliminary Presentations and Final Personal Branding Materials
Readings and Assignments: First round of two-minute “Elevator Pitch” personal branding presentations. Students using the LikeSo app for extra credit should complete their work with the app prior to their presentations. Class members will offer feedback on forms provided. Turn in final branding materials (resumes, bios and LinkedIn profiles) for grading.
Thursday, Nov. 3
Personal Branding “Elevator Pitch” Final Round of Presentations
Readings and Assignments: Second round of two-minute “Elevator Pitch” personal branding presentations. Afterwards two student volunteers will be sought for leading discussion during the next class related to the textbook chapter on PR “Strategies and Tactics.”
Week 12
Tuesday, Nov. 8
“PR in the News” Reports, “Strategy and Tactics”
Readings and Assignments: Search for an interesting news article or blog post about “PR in the News” to discuss in class. Submit a brief one-page report summarizing the article/post and offering key takeaways. Be prepared to discuss in class.
Read Gregory, Ch. 7: “Strategy and Tactics.” One student will lead discussion around textbook pages 131-140. The other, pages 140-148, focusing on the “First World War Centenary Commemorations” campaign by the U.K. Department of Culture, Media and Sport.
Three student volunteers will be sought for leading discussions during the next class related to two PR cases, as well as the “Risk Planning” section of the textbook chapter on “Strategies and Tactics.”
Thursday, Nov. 10
“PR in the News” Reports (continued), More Cases Related to “PR Strategy and Tactics”
Readings and Assignments: Continued discussion around one or two “PR in the News” articles. Continue reading Gregory, Ch. 7: “Strategy and Tactics.” One person will lead discussion around the “McArthur River Mining” internal and community relations case on pages 148-154. Another student will address the “Lansons’ campaign promoting the benefits of independent financial advice on pages 154-160. A third student volunteer will discuss “Contingency and Risk Planning” on pages 160-163. Additionally, will seek three volunteers to lead text discussion in the next class about “Timescales and Resources.”
Week 13
Tuesday, Nov. 15
Extra Credit Report Submissions, “PR in the News” Reports, “Timescales and Resources”
Readings and Assignments: Last date for verifying and submitting extra credit reports/materials. Search for an interesting article or blog post tied to “PR in the News” to discuss in class. Submit a brief one-page report summarizing the article/post and offering key takeaways/insights.
Read Gregory, Ch. 8: “Timescales and Resources.” One student will lead discussion around textbook pages 164-170. The other, the case study on pages 171-175, regarding the Tour de France in Yorkshire case study. A third student will cover pages 176-182 about “Resources.”
Thursday, Nov. 17
“PR in the News” Reports (continued), Teamwork and Client Campaign Consultation
Readings and Assignments: Continued discussion around one or two “PR in the News” articles from the prior class. Remaining class time will be dedicated for agency teams to work on client PR campaigns. Will also seek two student volunteers to lead discussion during the next class related to sections in the textbook about “Evaluation.”
Week 14
Tuesday, Nov. 22
Extra Credit Presentations Begin, “PR in the News” Reports, “PR Evaluation”
Readings and Assignments: Will begin any informal extra credit report presentations during this class. Search for an interesting news article or blog post about “PR in the News” to discuss in class. Submit a one-page report summarizing the article/post and offering key takeaways.
Read Gregory, Ch. 9: “Knowing What Has Been Achieved: Evaluation and Review.” One student will lead discussion around textbook pages 183-190. Another will cover pages 190-197, beginning with “Levels of Evaluation.” Will seek two more volunteers to lead additional discussion during the next class following the Thanksgiving holiday, involving a PR evaluation case study and the topic of “Review.”
Thursday, Nov. 24 – No Class: Thanksgiving Recess
Week 15
Tuesday, Nov. 29
Extra Credit Presentations (if necessary), “PR Evaluation,” “PR in the News” Reports
Readings and Assignments: Wrap up any remaining extra credit report presentations. Continue reading Gregory, Ch. 9: “Knowing What Has Been Achieved: Evaluation and Review.” One student will lead discussion around the case study “Evaluating the Impact of AkzoNobel’s Corporate Reputation” on pages 197-202. Another will address pages 202-205, beginning with “Reviewing the Situation.”
Search for an interesting news article or blog post about “PR in the News” to discuss in class. Submit a one-page report summarizing the article/post and offering key takeaways.
Thursday, Dec. 1
Preliminary PR Campaign Plans and Presentations, “PR in the News” Reports
Readings and Assignments: Continue discussion around selected “PR in the News” articles. Submit preliminary PR Campaign plans and presentations, which we will review in class prior to the formal client presentations. Any remaining class time can be used by the agency teams to make revisions.
Week 16
Tuesday, Dec. 6 – Last Day of Class
Final Public Relations Campaign Plans and Initial Client Presentations (depending on client availability)
Readings and Assignments: Unless time is needed during this class for client presentations, this entire session will be dedicated to student agency teams working to finalize PR Campaign Reports/Proposals and Presentations for the final session with the client on Dec. 15.
Based on scheduling considerations, however, come prepared for the first student agency team PR Campaign Reports and Presentations. If this is the case, plan to present for up 20 minutes each, plus 10 minutes for client discussion. Be sure to provide printouts of presentation decks, along with professionally-packaged campaign plans and supporting materials.
Week 17
Thursday, Dec. 15, 12 noon- 3 p.m. -- Final Exam Day
Final PR Campaign Client Presentations and/or Client Feedback and Course Review
Readings and Assignments: Final agency team PR Campaign Reports and Presentations made to the client. As noted above, plan to present for up 20 minutes each, plus 10 minutes for client discussion. Be sure to provide printouts of presentation decks, along with professionally-packaged campaign plans and supporting materials. Use additional time, if any, to review the course and discuss client reactions to the proposed campaigns.
