2008 PROCEEDINGS - Public Relations Society of America

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produce results are the chief benefits HP teams bring to the organization. They become a catalyst for change in a world that often supports the status quo. The leader is the vital link to the team in the classroom and the workplace. He or she can grow dramatically from the team experience as well. College programs in the Arts and Sciences, Business, Education, and Engineering are introducing the team concept into the classroom to advance learning and provide a way for students to practice real-world scenarios. In the private and public sectors, HP teams are helping organizations become more creative and innovative. The team concept cannot solve all problems and may not be the best route for some organizations. Yet current research on teams has graded them favorably for fostering innovation and building morale in the classroom and workplace. HP teams are also learning from past mistakes, obstacles, and missed opportunities to retool and adapt more easily to organizational life. Future research is needed to better understand the creative function of teams and how the role of communication and emotion can support better team performance. References Duke Corporate Education. (2005). Building effective teams. Chicago: Dearborn Trade Publishing. Katzenbach, J. R., & Smith, D. K. (1993). The wisdom of teams. New York: Harper Business. Kozlowski, S. W. J., & Ilgen, D. R. (2007, June/July). The science of team success. Scientific American Mind, 54-59. Lencioni, P. (2002). The five dysfunctions of a team. San Francisco: Jossey-Bass. Marsick, V & Watkins K. (1993) Sculpting the Learning Organization. San Francisco: Jossey Bass Rapaille, C. (2006). The culture code. New York: Broadway Books. Sawyer, K. (2007). Group genius. Cambridge, MA: Basic Books. Sidle, C. C. (2005). The Leadership Wheel: Five steps for achieving individual and organizational greatness. New York: Palgrave MacMillan. Quick, T. (1992). Successful team building. New York: American Management Association. 174
Breaking Ground In A Public Communication Class— Working With “The Wounded Warrior Regiment” Gemma Puglisi American University puglisi@american.edu CLIENT: “The Wounded Warrior Regiment” of the United States Marines Corps Graduate students in the PR Practicum class were given a real world experience. As in all practicum courses, students are encouraged to work with a client. But this client was quite different. Objective Students would devote the semester helping the US Marine Corps’ Wounded Warrior Regiment and plan their first year anniversary celebration. The WWR was created to help the injured men and women who serve our country make the transition from the battlefields to home life. It is there to help them and their families. Students were also asked to develop a strategic plan for the future of the Regiment as well as marketing materials. Challenge Because the US Marine Corps is part of the US government, students would be limited to how much they could do. It was the first time a university worked with a division of the armed services. No student could contact the press, and students served as volunteers for the organization. The challenge was for students to come up with a strategic communications’ plan to raise awareness for the Marines as well as the public. Process The class was divided into two teams: (l4 students in the class) TEAM l The Marines Marketing Managers (M3) Team was charged with developing invaluable communication and marketing materials that would effectively represent the mission and the vision of the WWR to all their audiences (Marines, Retirees, Veterans, families of wounded soldiers, Congress, media and the general public.) The Regiment lacked the formal materials needed to effectively communicate to key audiences, including the media. Although a significant undertaking, the team members were up to the challenge. Students on this team also produced two videos. One was a “mini-video” that described the mission of the organization. This was shown at the anniversary celebration in Quantico. Some of the photographs used for this mini-video were shot by photography students at the university. Another video/documentary was produced which featured various members of the WWR and their families. This documentary was produced by both students in the class and a film student at American. TEAM 2 The Events Team was tasked with developing a detailed communication plan that would help guide the Wounded Warrior Regiment for years to come. They also advised the Regiment 175
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2008 PROCEEDINGS DETROIT, MICHIGAN
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Page Pedagogy Posters _____________
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RESEARCH PAPERS 5
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many researchers and professionals
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evenue, or activists provide suppor
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Results PR Effectiveness In respond
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Applied Context In answering RQ 5,
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Figure 8. Distribution of PR effect
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fifteen years, and it is now a grow
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Ni, L. (2006). Relationships as org
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Based on a review of public relatio
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Barriers to Online Course Delivery
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and “Learners are able to track a
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an excellent tool for collaboration
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audiences. Further, it is critical
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course site. Develop projects so th
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Examples of student blogs can be fo
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Technorati. Retrieved on May 15, 20
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Characteristics of Organizational o
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Table 1. Summary Definitions of Cri
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Table 3. Organizational Image Resto
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Table 5. Hierarchical Rankings of E
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strategies public relations profess
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Stephens, K. K., Malone, P. C., & B
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Testing Crisis Response Strategies:
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example Coombs & Schmidt (2000) emp
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Table 1.0 Tactics And Examples As O
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Discussion The purpose of this rese
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Benoit, W.L. (1995b). Sears repair
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IMC and its Integration into Progra
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umbrella. This arrangement more clo
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3B: How do institutional factors pr
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academic units. Responses were code
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RQ3A: How do institutional factors
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The lowest mean scores, ranging fro
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In this study, respondents’ perce
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At this juncture, the challenge for
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education. Journalism & Mass Commun
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However, many inside the public rel
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Core Determinants UTAUT contains fo
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H5a: Computer self-efficacy will NO
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Table 2 Descriptive Statistics for
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Although hierarchical multiple regr
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Table 8 HMR Results for Facilitatin
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use blogs. In fact, nearly 86% of r
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Venkatesh, V. (1999). Creation of f
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What’s Guiding the Profession? An
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process. Arnett, Arneson, and Bell
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The interview process was guided by
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chef’s feelings or the server’s
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If you’re going to work with [com
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Professionals, however, offered sev
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Hemingway, C. A. (2005). Personal v
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Causing Our Own Problems? Women as
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What’s Critical About PR and New
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• PR strategy is still developed
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Discussion in Terms of Strategy, Et
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How the PRSA’s Certification in E
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1) How did the PRSA certification e
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Frances Lilly in a similar white pa
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Concerned that its sexual harassmen
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Page 127 and 128: technology that we lose sight of th
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Page 135 and 136: all had the same instructor, the sa
Page 137 and 138: Table 1: Thematic Analysis Results
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Page 149 and 150: messages and she never even called
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Page 157 and 158: governmental entities. The professo
Page 159 and 160: Show Me! Portfolios as Instruments
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Page 163 and 164: Gill, K. (ed.). (1993). Process and
Page 165 and 166: Courses of Study The courses in the
Page 167 and 168: Table 1. Cluster Comparison of Grad
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Page 173: innovation; (2) Successful collabor
Page 177 and 178: O A Video Documentary O A mini-vide
Page 179 and 180: Reflection as an Assessment Tool in
Page 181 and 182: Creating a Multi-Layered Case Study
Page 183 and 184: Finally in phase three of the case
Page 185 and 186: Example 2 Online Assignment: Studen
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2008 PROCEEDINGS - Public Relations Society of America

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