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Diversity in Strategic Communcation

Our presentation dealt with the issue of diversity in strategic communication. To start off the project, we first conducted research on our very broad topic. We decided to focus on the issues of diversity in the public relations field specifically. This is where we gathered all of our secondary research sources, which mostly came from the PRSA. After supplying our classmates with some of our secondary research sources, we used a survey for primary research to find out what the class knew about diversity and what role it plays in PR. After seeing that the class average on our survey was 52 percent, we wanted to increase the knowledge that our classmates had on this topic. Our PowerPoint focused on five main areas:
1)      What is diversity?
2)      Why is diversity in PR important?
3)      What are some problems the PR field has had with diversity?
4)      What are the current plans to combat these problems/what is the PRSA doing?
5)      What are some good things happening with diversity in PR right now?
Our objective was to increase the knowledge of diversity in strategic communication by 23 percent (from a 52 percent average to a 75 percent average) through the means of outside sources and our presentation. The follow-up survey showed that our objective was met because the class average was a 93.8 percent. The class did much better than we expected and proved that the secondary research, along with our presentation, were effective means of teaching the class about diversity in strategic communication.

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Legal/Ethical PR Considerations by Madison Sanders, Natalie Rempalski, and Henry Aleck

We covered legal/ethical PR considerations for our presentation. We took secondary research for the presentation and hoped that our presentation would educate the class on our topic. We were able to gather information on the topic from multiple sources including many online PR websites. The majority of our information came from the PRSA website where we were able to find an outline of ethics for PRSA members. We felt that our visual presentation was effective and educated the class on our topic.
Our powerpoint material came from many different sources including: Business articles, PRSA website, University Communication websites, and a legal/ethical Public Relations book by Karla Gower. Our research done for this project throughly prepared us for the presentation to meet our objectives and goals. The strategy we put forth to accomplish these objectives and goals was merely to present the class with a visual presentation as well as verbally express the topic to the class. Through our powerpoint presentation and our group working together to present this information, we felt that the class was educated on the topic and able to comprehend the material well. Our goal was to have the class achieve an 80% or above on the quizzes after our presentation. We were able to exceed this goal with the average at 86.81% which proved that our visual presentation objectives were met to reach our goal.
We feel that a way to improve our effectiveness next time would be to engage the class in the presentation so that they would be able to participate in the discussion. We feel that through engagement with the class, they will be even more educated on the topic. We would do this through more questions, polls, and overall class participation.
Overall we enjoyed preparing and presenting this topic to the class and hope that we were able to educate everyone on our topic.

Media Relations/Placement/Types of Writing by Kelsey Conroy, Hartley Hobson and Tommy McCulloch

For our class presentation, we covered media relations, placement and PR writing. Each of us took a section and conducted secondary research to provide us with information to teach the class. Our group came up with an overarching goal to have the class get an 80 percent or above on the quiz given asking questions about the topics we discuss. We hoped to achieve this goal by outlining a presentation that clearly showed our objectives. We put together a visual aid to help the students retain the knowledge that we presented.

The material on the PowerPoint was archived from library sources that we gave to our classmates to read prior to our presentation. After we presented, we handed the students quizzes they had previously taken. The average score on the quiz was a 91.2 percent, which surpassed our goal. This proved our methods of visual aids and speaking to students about our objectives worked.

Overall, we had a wonderful time teaching our classmates about media relations, placement and types of writing!

Reading on Media Relations:
http://www.online-pr.com/Holding/media_relations-article.pdf
Reading on Placement:
http://web.ebscohost.com/ehost/detail?sid=864b96ac-0646-4b48-be97-9480c31639d4%40sessionmgr14&vid=5&hid=124&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=a9h&AN=10964602
http://ehis.ebscohost.com/ehost/detail?vid=5&sid=7a1a0470-6d3f-46ee-8fff-3c7cbddb449b%40sessionmgr13&hid=105&bdata=JkF1dGhUeXBlPWNvb2tpZSxpcCx1aWQmc2l0ZT1laG9zdC1saXZlJnNjb3BlPXNpdGU%3d#db=bth&AN=41568123
Reading on Types of Writing:
http://www.thecampuscommon.com/ebooks/aio/a210/a210_1.pdf

Deliverables – Controlled publications, design, and desktop publishing by Kelly Brown, Jimmy McGrath, and Sydney Hayes

For our project, we taught the class about PR deliverables (controlled publications, design, and desktop publishing). Each of us did secondary research and provided that research to the class, and then we gave them a survey so we could prepare our presentation based on their results. As a group, we decided that our goal was to increase survey scores from 64% to 75% – an 11% increase. We planned on achieving our goal by presenting with a Powerpoint because as college students, we knew that students retain more information when it is both said and written down.

The information in our presentation was relayed through the outside reading as well as the Powerpoint. After we presented as a group, the class retook our surveys as more knowledgeable subjects. The new scores overall increased from 64% to 71% – just 4% points short of our goal. Possible reasons for not reaching our goal could be because two people were missing from class (we received fewer surveys) and because we had seven fewer questions answered than on the previous surveys (students skipped more questions. We could improve our methods going forward by taking more time on each section of the Powerpoint so that students would have more time to absorb the information.

Overall, we think the project went well and we are glad to have had the opportunity to teach our classmates about PR deliverables!

Additional Links:
1. http://go.galegroup.com.ezproxy.tcu.edu/ps/i.do?action=interpret&id=GALE%7CCX3202300107&v=2.1&u=txshracd2573&it=r&p=GVRL&sw=w&authCount=1

2. http://nma1.org/Downloads/guides/Communications_Public_Relations_Publications_Guide.pdf

3. http://char.txa.cornell.edu/language/principl/principl.htm

Planning/Interviewing Results – Heather Wolff

            In doing a presentation over planning and interviewing, Casey and I modeled our PowerPoint slideshow over the RPIE process. We conducted a primary research survey to gain insights on what the class knew, or had thoughts on the planning and interviewing process. We took the approach of going through an interview, but most steps could be used for conducting interviews as well. We wanted to increase the knowledge that our fellow classmates had on interviewing, and inform them on the areas that showed the need for improvement. Our secondary research articles prepared the students to come to class the day of the slideshow with some basic tips to back up our presentation.

            Our goal was to increase the knowledge of the planning/interviewing process and give them insights to help them in the future. Our objective was for the class to retain 75% of the information and would be measured by a follow-up survey. The best way to give this information was a PowerPoint slideshow on insights to prepare for the unexpected, and to gain knowledge of the process. The follow-up survey measured retention by the specific tips we mentioned and asked for. Overall the class average was 92% in retention of the specific information mentioned during the presentation. This was higher than our original goal and proved to be a successful use of sources and information.

 

Sources:

http://louisville.edu/career/students/job-search/interview%20planning%20guide.pdf

http://www.businessinsider.com/plan-and-prepare-for-your-interview-2011-3

http://www.wisebread.com/how-to-answer-23-of-the-most-common-interview-questions

Planning and Interviewing

For our class presentation, Heather and I used the four-step process of RPIE to present to the class the topic of planning and interviewing. We wanted the class to gain knowledge about the planning and interviewing process. To get a feel for how much information our classmates already knew on the topic, we conducted primary research by giving them a survey. With the results of the survey, we knew what was important to high light in our presentation. Our secondary research that we collected were articles about interviewing. During the class previous to our presentation, we handed out these articles to our classmates so they could become familiar with the material.
Our goal was to increase the knowledge of the planning and interviewing process among our classmates. The objective of our presentation was for the class to retain 75 percent of the information by the end of the presentation. We decided that we would use a PowerPoint presentation to get our message across. Included in the PowerPoint presentation was the best ways to prepare for an interview, the most frequently asked questions in an interview, and general tips to succeed in an interview. After we finished our presentation, we gave the class another survey to test how much information they retained. This was an evaluative effort to see how effective we were at presenting the topic of planning and interviewing. After going through the surveys, we found that 92 percent of the class retained the information that we wanted them to retain.
http://louisville.edu/career/students/job-search/interview%20planning%20guide.pdf
http://www.businessinsider.com/plan-and-prepare-for-your-interview-2011-3
http://www.wisebread.com/how-to-answer-23-of-the-most-common-interview-questions

Speeches and Presentations

Speeches and Presentations by Farren Balint and Grant Szurek

Summary:

     For our project, our group was given the task to present on the subject of “Speeches and Presentations.” Throughout the project we used the four-step process of RPIE to help create our presentation. By conducting research, we planned our way to present our information. We implemented ways for the target audience to gain knowledge on the subject at hand. Finally, we evaluated our results to the class. Below is a description of each RPIE process we used.

Research:

WHO do we want to reach?

  • Our target audience was the thirteen other students in the classroom. All of these classmates are college students at TCU.

WHAT do we want them to do?

  • Our plan is for the thirteen students to take a survey before our presentation. The next week, we will present on the subject. After the presentation, the students will retake the same survey.

WHAT messages do we want to communicate?

  • Our message is to communicate our subject topic to increase knowledge among our fellow classmates.

Primary Research:

  • The surveys that we conducted before and after our presentation.

Secondary Research:

  • The 3 sources we researched on databases about ways to best present an oral presentation.

Qualitative Research:

  • The knowledge gained from the surveys for the students.

Quantitative Research:

  • The percentage of improvement from the first survey to the second.

Methods:

  • Survey
  • 13 students to research
  • 2 week timespan

Planning:

Goal:

  • To improve the knowledge of speeches and presentations for our classmates.

Objective:

  • To raise the pass rate for the 10 Steps to an Effective Oral Presentation from 31% to 67%.

Strategy:

  • Use our given research to provide the classmates enough information so that we can accomplish our objective.

Tactics:

  • Conduct a pre-survey, provide research, provide the 10 Steps, a powerpoint, and a post-survey

Implementation:

Actual messages sent through what channels?

  • Links to the secondary research
  • Powerpoint presentation
  • All of these reached the target audience

Monitoring tools for execution?

  • The post-survey to see our change in percentage of classmates who correctly listed as many of the 10 steps possible.

Evaluation:

Measure of effectiveness?

  • Our goal was to have a 67% rate of students that could list 6 of the 10 steps.
  • Our outcome was 85% of the students that could list 6 of the 10 steps.

Ways to improve for the future?

  • Provide powerpoint slides
  • Provide a list for the handout on the 10 Steps to an Effective Oral Presentation
  • Adjust the powerpoint to be primarily about these 10 steps so the students can have a better memory.
  • Create a higher percentage goal

Overall, our research was the key that drove our success in the evaluation step. This process was crucial when we needed to figure a way for the classmates to raise their percentage. In the end, our goal and objective was successful through our strategies and tactics and our success of using the RPIE method.

Below is the link to the 10 Steps to an Effective Presentation:

http://www.princeton.edu/mcgraw/library/for-students/prepping-pres/

RPIE and Speeches and Presentations — Farren

We used RPIE very effectively throughout the creation of our presentation covering the topic of speeches and presentations. We listened to much the advice we gave to our audience in the “Research” and “Planning” stages of RPIE. In our “Research” stage, we managed both our primary and secondary research. For our secondary research, Grant and I combed through the online databases in TCU’s library in search of sources that would benefit both the class and us during the time prior to our speech. We came across a few good articles that really got across the message of preparation, and decided to use those as the base of our presentation. Once we found that research, we decided to determine how much the class already knew about the basic steps to preparing a presentation by giving them a survey. For “Planning,” Grant and I each took two topics and decided those were what we were each going to speak on during our speech; his topics were “top presentation mistakes” and “overcoming fear/tips for a successful presentation” while mine were “how to prepare/11 steps to a presentation” and “types of PR speeches.” We both did our own thing in “Implementing” our topics, and came together at the end to create a slideshow that flowed with our material. Everything we made we then proceeded to present to our professor and the class. Finally, for the “Evaluation” step of RPIE we gave the students the survey once more; we asked them to name six of the steps to making a successful presentation. Our goal was for the students to score an average of 4/10 (or 67%) on the survey once we finished the presentation. The first time we gave them this survey, they scored an average of 31%, but, after assigning readings and giving our presentation, the class averaged 85%– exceeding our expectations and our goal!

Chapter 7: Design, Printing, and Desktop Publishing

A writer’s relationship with a professional printer should be symbiotic, meaning that both parties depend on and benefit from each other. However, there may be some bumps in the road until the writer takes time to invest in the process and learn the program. Printers are not going anywhere anytime soon, and learning printing processes can prove to be an invaluable skill. Knowing how to correctly operate a printer can make the difference between a digital PDF coming out with all the wrong colors or looking crisp and clean when printed.
There are many printing processes out there, but offset lithography is the most common printing method used by public relations professionals. Offset lithography uses plates and water to create efficient and high-quality prints. Paper weight, texture, color, cost and ink choice are all factors that need to be considered when deciding the kind of paper to choose. For example, coated paper causes colors to appear brighter and textured paper can cause a feeling of roughness or importance to your document. Process color printing uses yellow, magenta, cyan and black to produce full-color artwork; and spot color printing uses two plates and two colors and is a more complicated process. The two most important tips when it comes to printing are take the time to learn the printing process, and get to know any printing companies that will be used and communicate well.

-Kara

Want to know more?

Check out these helpful links!

http://www.howstuffworks.com/offset-printing.htm
http://designinstruct.com/print-design/a-guide-to-popular-printing-techniques/
http://www.graphic-design-employment.com/4-color-process.html
http://planetoftheweb.com/components/promos.php?id=188
http://voices.yahoo.com/understanding-printing-pantone-process-8024.html?cat=15

Chapter 7: Design, Printing, and Desktop Publishing

In this chapter, we discuss about design, printing, and desktop publishing and why it’s very important that each and every one of these factors is taken into consideration and done as close to perfection as it can be. Each one of these topics rely on one another in order to make a company’s brochure, newsletter, etc. look the best it can.

Design is very important because it is the panning and organization of physical materials and it shapes and reshapes our environment to accommodate specific needs. This is important because there is a lot more to design than we consider. I am currently in a design class, and there is a lot we consider before placing text or an image in a specific area because we want our audience to be able to focus on the key points of the advertisement or image.

Printing is another important factor because certain papers and inks work best with what we want to do. For example, regular printing paper does not fare well with advertisements because there is a lot of ink that lays on the paper and the paper cannot hold the weight of the ink. Usually, a heavier set and thicker paper is needed for advertisements so the ink and weight can be held properly and not run through.

For more information regarding design and printing, please check out the following links

“The Non-Designer’s Design Book” – Robin Williams

http://content.imamu.edu.sa/Scholars/it/VisualBasic/4161_lecture4.pdf

http://www.printingtips.com/

http://www.printingforless.com/perfectpiece.html