2010 - Public Relations Society of America

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Ruggles, R. & Holthouse, D. (1999). The knowledge advantage: 14 visionaries define marketplace success in the new economy. Dover, NH: Capstone. Simmons, A. (2001). The story factor: Inspiration, influence, and persuasion through the art of storytelling. New York: Basic Books. Wilson, J. (2002). The history of storytelling. Retrieved from the Internet on July 29, 2010 at: http://www.essortment.com/all/historystorytel_tukm.htm Yaskinsky, D. (2004). Suddenly they heard footsteps: Storytelling for the Twenty-first Century. Jackson, MS: University Press of Mississippi. 224
Pitching on your Feet: Using a Mock Press Conference as a Teaching Tool Denise M. Casey Appalachian State University caseydm@appstate.edu Introduction Polished public speaking skills are highly desirable qualities in new PR hires. However, beyond a required Public speaking course in a core curriculum and a few scattered class presentations, the Public Relations student has little oral persuasion experience in his or her vocational area. With the increased focus on new media use for students, even less time may be spent on oral communication skills. This paper describes a class activity for a capstone Public Relations seminar that allows the student to advance speaking skills while learning important press conference routines. It provides instructional goals and objectives for the activity. Finally, it also presents opinions of practitioners in the field as to the value of this activity. The Mock Press conference The Mock Press Conference is designed to allow the student to behave as a Public Relations professional in a safe environment. The lecture material that leads up to the activity includes all of the document preparation that goes into a press kit, public speaking training, speech writing training, power points creation and presentation, press conference descriptions, “ preparing a speaker” training, and fielding questions training. Instructional objectives At the completion of the activity, the student are able to: present his/her client’s press kit, use an informative speech outline to present information, plan a press conference, start a press conference, run the press conference , write a press conference advisory, and field questions from reporters. PR practitioners agree that this is valuable preparation for their work. Planning the Press Kit Students are divided into groups of five. Each group is assigned a client. Directions are given to assign roles and the responsibility of each role. The group’s overall guideline and time line is based upon research, action planning, communication and evaluation. By the time the student arrives in the capstone course, he/she should be well prepared to create a media press kit for a client. A review of documents is all that is needed to prepare students for this part of the activity. The next step is to create speaking points from the press kit and organize them into a presentation format. The Informative Speech Outline The informative speech outline requires little instructional time and is readily adaptable to a variety of content. There are skeleton outlines available in all public speaking texts. The preview, develop, and review mantra allows students to effectively present complex material with clarity. This format also allows for flexibility in time constraints. The students are directed to introduce the client, the company, the mission, and then specific items in the press kit including the news release and its contents. Once the team has created and edited the outline. Rehearsal is the next step. One team member is the speech trainer and is required to work with the speaker(s), just as a PR professional would do speech training with a client prior to a presentation. Time is also spent in 225
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2 0 1 0 P R O C E E D I N G S W A S
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TABLE OF CONTENTS Research Papers _
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Public Relations Leadership through
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Millennial Students Relationship wi
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elationship approach to PR provides
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social media marketing is effective
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students who noted they were 17 or
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discussed previously, Millennial st
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strongly committed to maintaining a
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gender (male/female) and each of th
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social media. One focus of the arti
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Shah, A. (2007, June 18). Social me
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Appendix B Table 2 Differences Betw
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Appendix D Table 4 Differences Betw
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Appendix F Table 6 Pearson Correlat
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Mentoring 2.0: How PR Educators Use
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Despite this, however, studies have
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Sometimes using Facebook to IM is a
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Investing time. As with any relatio
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pursuing chosen fields. For public
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Tam, S. Y., Dozier, D. M., Lauzen,
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While favor towards nuclear energy
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frames present new considerations w
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Procedural -Licensing and applicati
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“Shoreham Board Begins a Hunt for
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While the story element “positive
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Gamson, W. & Lasch, K. (1983). The
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Reputation Matters: Impact of Organ
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leadership had at hand a number of
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and 65+ (15.4%). More than half wer
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evealed significant differences for
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will be rewarded in the marketplace
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Investigating Multiplier Effects of
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RQ1: Do PR practitioners and busine
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accepting information they receive
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still smacks of news. News coverage
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Even when testimonials do not withs
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viewed to some degree as a valuable
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Perceptions of Product Blogs in Tai
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Uses and gratifications theory has
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Thus the degree to which blog reade
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hours). Blog reading was dwarfed by
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Effects of Language on Responses Ba
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esponse (M = 4.13). For online acti
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5-item Index 4.41(1.030) 3.80(1.033
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ecommendations were more objective
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Choney, B. (2009, September 29). Mi
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Lenhart, A., Purecell, K., Smith, A
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elational trust. Journal of Public
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challenge will be to persuade survi
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of Avian Flu. It is important to no
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with an arousing stimulus or messag
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Chen, N. (2009). Institutionalizing
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Excellence in an Activist Organizat
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public relations functions or tacti
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Data Collection Documents. In an ef
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Research. A key area of CTFK’s we
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Engaging individuals. Many times ac
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Washington, DC, and Puerto Rico; ge
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Murphy, P. & Dee, J. (1996) Reconci
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of Educational Progress (NAEP), 80%
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school assessment, and that the pro
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Both the paper and Web-based survey
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student was admitted to their acade
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Problems with the measures: Here, s
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Patterns in the open-ended response
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Trends evident in K-12 education, t
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Another 15% of respondents (n = 8)
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Table 1 Respondents’ Perceptions
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Table 4 Frequencies of Listed Writi
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Hansen, R.S. (1993). Clear, concise
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so, this study follows up on recent
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2009). In BMCC context, in addition
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--------------------------------- I
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social media is not crisis communic
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and uses and gratifications theorie
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Hennig-Thurau, T., Gwinner, K. P.,
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Table 1 BMCC Model Propositions (__
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FIGURE 1 BMM Model (_____ & _____,
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practitioners and scholars argue fo
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Several studies, however, suggest t
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factors that impact the development
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perceptions of administrative suppo
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(2009) reminds us that the limitati
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412-414. Gonzalez-Herrero, A., & Ru
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Intersections and Overlaps: Buildin
Page 173 and 174: elations excellence, relationship-b
Page 175 and 176: 2002), all of which encourage emplo
Page 177 and 178: Conley and Wagner-Marsh (1998) prop
Page 179 and 180: passion, caring for people.” Note
Page 181 and 182: done.” Accommodations such as fle
Page 183 and 184: organizational commitment and loyal
Page 185 and 186: Founder/Leader Faith & Vision Authe
Page 187 and 188: Practical implications This study a
Page 189 and 190: public relations (pp. 3-22). Mahwah
Page 191 and 192: Grunig, L. A. (1992). Power in the
Page 193 and 194: presented to the annual conference
Page 195 and 196: Prioritizing Stakeholders for Publi
Page 197 and 198: developed by Grunig and Hunt (1984)
Page 199 and 200: expectant stakeholders possess two
Page 201 and 202: each other” (p. 125). Examples of
Page 203 and 204: Priority publics are those whose pa
Page 205 and 206: Collection of data triangulated (Yi
Page 207 and 208: Diffused Linkage. A diffused stakeh
Page 209 and 210: Envirocare take it. They are also m
Page 211 and 212: Dunham, L., Freeman, R. E., & Liedt
Page 213 and 214: PEDAGOGICAL POSTERS 213
Page 215 and 216: seem to be context-dependent (Lauri
Page 217 and 218: Shapiro, A. (2003). Case Studies in
Page 219 and 220: Argument #2: stories are for childr
Page 221 and 222: Physiology “…your mind was evol
Page 223: Conclusion In the movie, Indiana Jo
Page 227 and 228: speaker(s) are available after the
Page 229 and 230: college’s connection to the commu
Page 231 and 232: “I felt the class built upon our
Page 233 and 234: community. Many participants have c
Page 235 and 236: posting content to the Internet, bu
Page 237 and 238: What’s All The Hype About Skype?
Page 239 and 240: In between the times the class meet
Page 241 and 242: Best Practices in Public Relations:
Page 243 and 244: Assignment Structure Client Selecti
Page 245 and 246: Conclusion Integrating real-world c
Page 247 and 248: equires true fluency in the host co
Page 249 and 250: living in London. Because visa and
Page 251 and 252: Using the Case Study approach to an
Page 253 and 254: tier responders hadn’t participat
Page 255 and 256: Harnessing the Web for Teaching Wri
Page 257 and 258: these tools and platforms. With wri
Page 259 and 260: article 2. 259
Page 261 and 262: Experimental methods may be better
Page 263 and 264: The third hypothesis asked whether
Page 265 and 266: Crisis in the Classroom: A cross-de
Page 267 and 268: prepare and do the research. I prov
Page 269 and 270: • September 2009 - More students
Page 271 and 272: Public Relations Leadership Through
Page 273 and 274: from using it multiple times a day
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Kent, M. (2010). Directions in soci
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Professor Clare Morgan at Oxford no
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evenings at home working on his poe
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Another strategy for the students w
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Media list and crisis media list So
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understand that knowledge of the cl
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If creating separate teams for one
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Integrating ethics into the undergr
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Three-step approach The present aut
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Putting Theory, Research and Strate
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2010 - Public Relations Society of America

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