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Math, Message Design and Assessment Data: A Strategic Approach to the Facebook Assignment

Author

Tiffany Derville Gallicano, UNC Charlotte

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Math, Message Design and Assessment Data: A Strategic Approach to the Facebook Assignment

Math, Message Design and Assessment Data: A Strategic Approach to the Facebook Assignment

The purpose of this assignment is to adopt a strategic planning approach to the task of creating engaging social media content in a real-world context. For this assignment, students work as a class to set a weekly research-based objective and work in teams to plan the communication department’s Facebook fan page content for every day of a work week (Monday-Friday) during the semester. Other fan page account administrators can post important departmental content throughout the semester without disrupting the week-by-week student takeovers of the fan page. This assignment has been popular in social media and public relations strategy classes. This assignment provides an experiential way for students to apply basic statistical concepts, assessment data, and message design theories. In addition, it has the benefit of serving as a potential resume item and portfolio sample.

Application of the Assignment to ACEJMC Professional Values and Competencies

The fan page assignment contributes to the fulfillment of several professional values and competencies described by the Accrediting Council on Education in Journalism and Mass Communications (n.d.). It contributes to the professional value and competency about applying theories in how content and images are presented (ACEJMC, n.d.) because students are asked to apply message design concepts from Heath and Heath (2007), which include simplicity, unexpectedness, concreteness, credibility, emotional content, and stories. When reviewing initial drafts, the instructor commonly points to one or two message features that a team needs to improve upon for their final product.

In addition, the assignment contributes to ACEJMC’s (n.d.) professional value and competency about conducting research using appropriate methods adopted in the workplace because students use prior fan page performance data to set a weekly performance objective and determine qualities of successful and unsuccessful posts. Students also review the fan pages of comparison communication departments as part of their research (in accordance with the recommendation by Paine, 2011, about examining competitors’ performance). In addition, students review the metrics for the most popular and least popular posts from the prior semester and apply message design theory (i.e., Heath & Heath, 2007) and inductive logic to discuss best practices for engaging their key publics.

This assignment also contributes to three other communication-related professional values and competencies established by ACEJMC. Students gain practice in writing correctly and clearly in a format commonly used in the workplace through the text that accompanies their fan page posts (ACEJMC, n.d.). They are assigned a team grade, so they must critically assess their work and their teammates’ work “for accuracy and fairness,” as well as clear, grammatically correct writing (ACEJMC, n.d., para. 13). Another communication-related competency that is relevant to this assignment is the call for students to use current technologies used by professionals to understand the digital world (ACEJMC, n.d.). Students learn best practices for the digital world through their research about successful Facebook posts and draft their own digital content. Also, to earn an A, students must use their own images/videos for all posts and are encouraged to use resources such as Canva for images.

Finally, this assignment contributes to the ACEJMC (n.d.) competency about applying basic math and statistics. Students apply the mean, mode, median and standard deviation based on data from the prior semester to set the weekly performance objective that will apply to all teams. They use basic percentage calculations to determine how many interactions would be needed to achieve particular percentage increases. Students are encouraged to also report the percentage by which they surpassed the weekly class objective on their resumes/LinkedIn profiles if relevant.

Connection to Best Measurement Practices

To contextualize the strengths and limitations of the assignment as they apply to the professional practice of public relations, students are taught the Barcelona Principles 2.0 in conjunction with the assignment (see the Institute for Public Relations, 2015). Students are told that the best objectives are tied to business results, and the number of interactions to a post is merely an output measure about whether a campaign is on the right track (in conjunction with an analysis of comments, which is another mid-campaign output measure). Questions about measuring social media and the Barcelona Principles also appear on the class study guide and exam to ensure that students are not confused about using an interaction count as an ultimate measure of a campaign’s success. The instructor explains to students that the assignment is designed in a truncated way to focus the class efforts on the course objectives. Additional survey and qualitative research could be added for a research methods class to tie the social media performance to business results. In conjunction with the assignment, students also share experiences with how they measure the success of their social media in their internships and compare these measures (or lack of any measure) to the Barcelona Principles. Students are shown an award-winning video about a Facebook campaign received from a PR agency, which is paused periodically to identify key terms (output, outcome), recognize message design strategies summarized by Heath and Heath (2007), and apply the Barcelona Principles to the campaign measurement.

Assignment Details

In addition to teaching the Barcelona Principles, additional best practices for measurement, and message design theory, the assignment introduction also involves a discussion about what makes public relations strategic. Ultimately, the assignment addresses the importance of goals, objectives, research about key publics, research-tested message design strategies, tactics that are appropriate to key publics, and assessment, which should occur during the campaign and at the end of the campaign.

Goals and Objectives

The class discusses the goal and sets the objective for weekly performance. The following goal is shared with them as the assignment: “Enhance the sense of community surrounding the UNC Charlotte Department of Communication Studies.” Next, the class is led through basic statistics to set an objective. Students examine the total number of weekly interactions for each week of the prior semester, which are included on the assignment handout. Students calculate the median, mode, and mean on their assignment handout. Next, they use a standard deviation website to automatically calculate this number to determine whether their distribution of weekly fan page interactions is normal (see EasyCalculation.com, n.d.). Kernler’s (2014) visual helps students understand the concept of standard deviation. Once students have figured out whether the weekly distribution of fan page interactions is normal based on the data’s standard deviation (extensive instructions are in the handout, which is walked through together), they decide whether they can use the previous semester’s mean as an anchor for setting their objective or whether the median or mode might be better choices. Once they have made their decision, as a class, they complete the following framework for the class objective: “To increase interaction on the fan page for the week (i.e., defined as the combined total of reactions, comments and shares) among members of any of our key publics by ________________, as compared with _________________________.” They calculate what a 10% increase would be from their anchoring metric and decide whether they think the increase is both meaningful and attainable. If the increase is not meaningful, they calculate what a 20% increase would be and so forth. The class also acknowledges that with social media, a major limitation is that we do not necessarily know if the people interacting with the content represent the class’ key publics, which were defined as prospective, current, and graduated majors and the parents of all three groups; department faculty, staff, and administrators; and university administrators.

Due to the modest size of the department’s fan page subscribers, a second goal for the class was built into the assignment: “Increase awareness of the UNC Charlotte Department of Communication Studies fan page.” The predetermined objective for the class was “to increase page likes among members of any of our key publics by five people per team member.” Students recorded the names of the people they recruited and organized the list by key public. They were not allowed to recruit each other for the assignment. Fan page recruitment stretched some students in terms of their comfort zones with promoting fan page content and might have played an important role in most students’ ability to reach their objective for the number of weekly fan page interactions.

Student Privacy, Assignment Timeline, Content, Rubric, and Teamwork

Each team’s Monday post includes an introduction of the team with a group picture and a quote for #MotivationMonday. To be in compliance with FERPA, students are informed that they need to tell the instructor prior to the deadline of their initial draft if they have any privacy preferences regarding the use of their name or picture. Drafts are due on Tuesday prior to the team’s week, feedback is provided within 24 hours, and students’ final submission for a revised grade is due via email Friday afternoon of the same week. The timeline is feasible because only one Facebook assignment is graded each week. Content is posted a week in advance, and the instructor emails the team to remind them to promote the fan page during the week and email anyone they featured on the day the relevant content appears if tagging was not possible. Students often share the Monday post on their feeds, which helps them exceed the weekly objective. Other themes for posts include Teach It Tuesday, Working Wednesday, Thursday Thoughts, and Forty-Niner Friday (named for the university mascot). The instructor maintains a list of content covered in the prior semester and restricts students from focusing on it (with some exceptions). The rubric for the assignment can be found in the Appendix. The complete handout exceeds the page limit of this article and can be requested via email (tgallica@uncc.edu).

REFERENCES

Accrediting Council on Education in Journalism and Mass Communications [ACEJMC]. (n.d.). Nine accrediting standards. Retrieved from http://www.acejmc.org/policies-process/nine-standards

EasyCalculation.com. (n.d.). Standard deviation calculator. Retrieved from https://www.easycalculation.com/statistics/standard-deviation.php

Heath, C., & Heath, D. (2007). Made to stick: Why some ideas survive and other die. New York: Random House.

Institute for Public Relations. (2015). Barcelona Principles 2.0 – updated 2015. Retrieved from http://www.instituteforpr.org/barcelona-principles-2-0-updated-2015

Kernler, D. (2014, October 30). A visual representation of the empirical (68-95-99.7) rule based on the normal distribution. Retrieved from https://commons.wikimedia.org/wiki/File:Empirical_Rule.PNG

Paine, K. D. (2011). Measure what matters: Online tools for understanding customers, social media, engagement, and key relationships. Hoboken, NJ: Wiley.

 

APPENDIX

Assignment Rubric

In nearly all cases, you and your team will share the same grade. Thus, you need to work together to brainstorm good content ideas and proof each other’s posts, which will help to ensure a consistently high quality.

An exception to sharing the same grade is if a team member is not making internal deadlines that the team sets. If a member of your team is not keeping up with your internal timeline after at least one reminder and is not responsive to you within 24 hours, please email me or meet with me. Possible options I might take include lowering the teammate’s individual score or removing the individual from the team. Individuals who are removed from a team have the option of completing an alternate assignment (such as anonymously creating content for May 1-5 and will earn an assignment grade no higher than a C). Also, if I see that a team member did not author any of the posts, I will drop this person from the group.

5 points: Engaging, inviting, professional, human tone, including word choice. Use of up to one exclamation point per post to avoid sounding giddy.

10 points: Interesting content that is strategic with regard to the information covered in this worksheet and in our class discussion.

10 points: Quality of pictures or videos (aesthetic quality, lighting, sharpness, sound, if relevant) and how interesting they are (candid pictures and videos taken by you are preferred).

  • Any picture taken from the Internet that is not free to use (or that is free to use with attribution but is lacking the attribution) will result in a 0 from the individual author’s score and a maximum of 7/10 on the other team members’ score. I will also file a plagiarism report with the university, even if I do not press charges.
  • For a score of 8-10, the Monday post picture must be taken of your group all together with sharp resolution and good lighting. The picture should enhance your professional footprint.
  • For a score of 9-10, high-quality original photos and videos must be included for every post. See me if you want to appeal for an exception. Remember that you can use Canva online to create free images for quotes.

10 points: Writing mechanics, factual accuracy, spelling (including the saved name of the document), AP style and brevity.

  • 10/10: Flawless
  • 9/10: 1-2 errors
  • 8/10: 3-4 errors
  • 7/10 5-6 errors
  • 6/10 7-8 errors

(and so forth)


 

How Do Social Media Managers “Manage” Social Media? A Social Media Policy Assignment

Author

Melissa Adams

Melissa Adams, North Carolina State University

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How Do Social Media Managers “Manage” Social Media?: A Social Media Policy Assignment

How Do Social Media Managers “Manage” Social Media?: A Social Media Policy Assignment

As numerous public relations research studies have noted, social media communication by employees and other stakeholders often impacts public perceptions of their associated organizations, whether or not that communication is sanctioned by the enterprise or is a personal expression. Employees have been known to use social media to purposefully express anger or attempt to harm the reputation of organizations through “venting” or negative “flaming” messages meant to be seen by potential clients or hires, thus presenting new challenges for public relations (Jennings, Blount, & Weatherly, 2014; Krishna & Kim, 2014).

As the resident social media “expert,” commonly charged with monitoring and responding to such communication, as well as day-to-day management, public relations professionals are usually the primary resource for the development of social media policies (Lee, Sha, Dozier, & Sargent, 2015; Messner, 2014). Even though organizations may not have a policy in place when they become active on social media, they often realize the necessity of one after gaining some experience (Messner, 2014).

This assignment was developed to address the task of policy development with practical training that foregrounds professional ethical communication guidance, legal precedent, and collaboration with organizational stakeholders. Researching and crafting the policy also prepares students for the emergent public relations role of social media policy maker and manager (Neill & Moody, 2015).

Assignment Rationale

The social media policy assignment was designed to integrate knowledge gained from recent course material and discussion of ethical social media practice, a unit on the current legal environment (copyright, etc.), and a workshop on the basics of campaign planning. It challenges students to apply what they have learned to the development of a comprehensive policy addressing organizational needs and includes all the appropriate information (i.e., they must think it through just as they would in an agency or professional project). This unit begins with the question “How do social media managers really ‘manage’ social media?” Then, moving through the ethics and legal units as a class, this question continues to promote discussion of the challenges that digital public relations practitioners must take into account as resident technical experts, planners, and policy advisors managing social media and organization-public relationships (Lee, Sha, Dozier, & Sargent, 2015; Neill & Moody, 2015). Legal case precedent and issues of copyright, fair use, and freedom of speech as expressed on social media (e.g., the Hispanics United versus National Labor Relations Board case) are the focus of class discussion leading up to the social media policy assignment (Lipschultz, 2014; Myers, 2014).

In addition, this assignment requires students to identify and work with a client organization, learn about the organization’s potential risks from inappropriate social media use, and then make analytical decisions to construct an ethical, comprehensive policy to address them. Finally, the completed social media policy provides students with a professional quality portfolio piece, and if the client chooses to adopt it, an impressive resume-builder.

Student Learning Goals

This assignment develops several communications practice competencies noted by public relations educators and practitioners as desired skills for young professionals. Through its blend of research and knowledge application, the social media policy assignment teaches students to think like a practitioner following best practices and the value of collaboratively developed policies (Freberg, Remund, & Keltner-Previs, 2013; Messner, 2014). Working through this assignment, students build practical research skills by conducting discovery interviews with organization practitioners or administrators, while simultaneously gaining experience working with a client, managing logistics and communication. The assignment also helps students develop analytic acumen through performing an audit of client social media assets in regard to organizational risk.

By conducting a working review of existing organizational social media and example documents, students learn and understand common objectives and components of social media policies. They are then challenged to apply their recently gained legal knowledge to the development of an ethical and compliant written social media policy document.

Finally, as advanced writing and presentation skills are core competencies for public relations practice, the social media policy assignment provides an opportunity to refine presentation skills and gain experience producing professional quality documents. For the last stage of the assignment, students are required to formally meet and present their final policies to their client organizations, who in turn complete a satisfaction form for assessment.

Connections to Public Relations Theory and Practice

 This assignment comes from a course developed for seniors and advanced juniors enrolled in the public relations concentration. It connects to recent scholarship and research on the ethical practice of social media in public relations. As communications professionals, students will likely be required to either update existing social media policies or develop new ones for clients or employer organizations. To do this, these young professionals will need to work across the organizations to collaborate with other stakeholders in human resources, legal and marketing to develop, implement, promote, and police them across the enterprise as noted in recent research (Neill & Moody, 2015). Crucially, they must be able to craft policies that both recognize the free speech rights of employees and provide a comprehensive guidelines document addressing all areas of possible use (Lipschultz, 2014; Myers, 2014).

In preparation for the social media policy assignment, students read and discuss a textbook chapter on the legal issues of social media practice (Lipschultz, 2014) and review National Public Radio’s Ethics Handbook (n.d.), which addresses the general ethical journalism practice concepts of fairness, transparency, and accuracy. They also review the Public Relations Society of America’s Member Code of Ethics (n.d.), which reinforces the journalistic principles covered by NPR’s Ethics Handbook, yet extends them to the role of ethical digital public relations practice by addressing practitioner duties such as the preservation of accurate information flow and safeguarding privacy (PRSA, n.d.). In addition to professional ethical guidance, these resources offer a framework for the students to refer back to as they work through the assignment and interact with their clients about the specific needs of their organizations.

Assignment Introduction and Execution

 To introduce the assignment, two examples of actual (anonymized) social media policies of varying scope and audience (university and small business or student organization) are presented. Students form small groups to work through examples of the policies, comparing the components and noting differences. They make a list of all the similarities and differences of each policy element as a group. Afterward, the class discusses the elements of each policy to determine their primary function and necessity. Then the social media policy assignment is introduced with an in-depth handout (a brief version of the handout is provided in the Appendix) and a walk-through of the numerous questions students should ask to determine the needs and goals of their client organization, including resources required for implementation and adoption.

Students are then charged with identifying a client organization to work with on this assignment—a nonprofit organization, student organization, or a small business they are affiliated with that needs such a policy. If needed, students receive help connecting with a potential client organization for the project.

From this point, students use the assignment instructions to work on their individual policy documents on their own time. After completion and grading, the policies are returned to the students for finalization for their clients, and they email them to the instructor for a final proofread before the documents are delivered. This final step allows a review of presentation points and the assessment form with the students.

Evidence of Learning Outcomes

Several of the client organizations have implemented their student’s policy document following completion of this assignment. These included student organizations, two nonprofits, and two small businesses where students were employed or interning at the time. One small business, a massage studio and beauty spa, adopted the social media policy across its small chain of retail locations in the Southeastern US.

Additionally, students have noted in instructor feedback forms that this assignment was very useful as it gave them an opportunity to develop “real world” experience and a document they could use as both a portfolio piece and a professional writing sample.

REFERENCES

Freberg, K., Remund, D., & Keltner-Previs, K. (2013). Integrating evidence based practices into public relations education. Public Relations Review, 39(3), 235-237. doi: 10.1016/j.pubrev.2013.03.005

Jennings, S. E., Blount, J. R., & Weatherly, M. G. (2014). Social media—A virtual Pandora’s box: Prevalence, possible legal liabilities, and policies. Business and Professional Communication Quarterly, 77(1), 96-113. doi: 10.1177/2329490613517132

Krishna, A., & Kim, S. (2015). Confessions of an angry employee: The dark side of de-identified “confessions” on Facebook. Public Relations Review, 41(3), 404-410. doi: 10.1016/j.pubrev.2015.03.001

Lee, N., Sha, B. L., Dozier, D., & Sargent, P. (2015). The role of new public relations practitioners as social media experts. Public Relations Review, 41(3), 411-413. doi: 10.1016/j.pubrev.2015.05.002

Lipschultz, J. H. (2014). Social media communication: Concepts, practices, data, law and ethics. New York, New York: Routledge.

Messner, M. (2014). To tweet or not: Analysis of ethical guidelines for social media engagement of nonprofit organizations. In DiStaso, M. W., & Bortree, D. S. (Eds.), Ethical practice of social media in public relations (pp. 82-95). New York, NY: Routledge.

Myers, C. (2014). The new water cooler: Implications for practitioners concerning the NLRB’s stance on social media and workers’ rights. Public Relations Review, 40(3), 547-555. doi: 10.1016/j.pubrev.2014.03.006

National Public Radio (n.d.). NPR Ethics Handbook. Retrieved from http://ethics.npr.org/

Neill, M. S., & Moody, M. (2015). Who is responsible for what? Examining strategic roles in social media management. Public Relations Review, 41(1), 109-118. doi: 10.1016/j.pubrev.2014.10.014

Public Relations Society of America (n.d.). PRSA Member Code of Ethics. Retrieved from http://apps.prsa.org/AboutPRSA/Ethics/CodeEnglish/index.html

APPENDIX

 Assignment Worksheet

For this assignment you will create a formal, professional social media policy for an organization of your choice. If you need help identifying an organization, I will help you connect with a local nonprofit or student organization.

Sohow do you go about this?   Just follow these steps.

Research the social media footprint and assets of the organization and create a list of all their platforms and note any apparent campaigns, strategies and tactics used.

  1. Identify, contact and talk to the person in charge of social media and brand administration for the organization (who will likely be in a communications function). If this individual can’t meet with you in person, you can connect with them via email or phone. Note that in smaller organizations, this contact might be someone in human resources or customer service.
    • Ask them if they have an existing social media policy, if so, does it fit their needs? If not, can you do one for them?
    • Then ask—what are the main concerns regarding social media for their organization? Also find out if there are any special regulations or legal issues you should be aware of when preparing your policy.
  2. Ask yourself (and your client organization when applicable) the following questions as you think through this assignment.
    • What is the “big picture” purpose of this policy? How will the policy meet certain organizational needs and align with business objectives?
    • What types of social media activities need to be addressed in the policy document? What platforms? What types of content?
    • Are there any special considerations (based on your organization) that you should consider and address in the policy?
    • Who is the audience for this policy?
    • What are the specific risks your organization hopes to mitigate with this policy and where might they come from? Employees? Other stakeholders?
    • Who will be in charge of policy administration? Who will monitor and report infractions? What will happen to violators? Who should be contacted with questions about the policy?
    • What resources might readers need to comply with this policy? (Example: A link to an organizational brand standards guide.)
    • How will your organization implement this policy? Who needs to review and approve it before dissemination?

 

Sections to include in your policy document:

Policy Overview – provide a rationale for the policy. Explain in clear terms why it is needed, how it will be implemented, etc. Explain its goal in positive terms (to maintain xxx, to promote xxx, etc.), and be sure to include a list of applicable social media assets. Explicitly state what is covered by the policy (and what isn’t).

Allowed Use – provide examples of approved use. This should include actual or example tweets/posts as well as brand elements. Use screenshots to illustrate as needed.

Disallowed Use – provide examples of what NOT to do! Use screenshots and descriptive language.

Legal – address any legal issues including copyright. (Example: the FERPA section in the university social media policy example.)

General Best Practices – create a short list based on the organization’s current social media assets. Follow the examples provided as well as those posted online by reputable and ethical organizations (such as the examples shared in class).

Resources – this section is for links or directions to internal resources such as legal documents or other policies, and for reference links to external sources.

Contact Information – for the administrator of the policy, legal, etc. as you see fit. Provide full information including email and phone number.

 

Assignment Rubric – 100 pts possible

  1. Research – 20 pts
  2. Planning/Organization – 25 pts
  3. Content (each section is addressed completely) – 35 pts
  4. Clarity (is it easy to follow?) – 10 pts
  5. Professional Presentation – 10 pts

 

 

Who Will Get Chopped?: Mystery Basket PR Challenge

Authors

         Emily Kinsky

• Mary E. Brooks, West Texas A&M University

• Emily S. Kinsky, West Texas A&M University

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Who Will Get Chopped?: Mystery Basket PR Challenge

Who Will Get Chopped?: Mystery Basket PR Challenge

Based off Food Network’s Chopped challenge, the Mystery Basket PR Challenge is a competition that focuses on creativity, speed, and skill in which students are given a box of mystery “ingredients” (e.g., brand, crisis, strategy, channel, speaker, audience) they have to use to complete an assigned task (e.g., a tweet, an official statement, a headline). For example, a box might have a brand name, a particular crisis, a group of people affected and a celebrity, and the task would be to write a headline for a news release, keeping in mind which crisis response strategy from Benoit (1997) or Coombs (2007) might be most appropriate. Students open the box and have a limited time in their groups to complete the task, which they then pitch to the judges (faculty and local professionals). This requires teamwork and application of lessons learned in class as the student groups compete against each other.

The purpose of the Mystery Basket PR Challenge is for students to apply PR strategies to handle unexpected situations and solve problems collaboratively under a deadline. This challenge can also help prepare students to clearly and quickly articulate ideas.

Per Kolb’s (1984) experiential learning theory, learning through experience focuses on the process at hand and not necessarily the outcome of the project. By formatting the classroom into a simulated work environment, students will have greater success in their future careers when faced with similar challenges (Ambrose, Bridges, DePietro, Lovett & Norman, 2010; Svinicki & McKeachie, 2014). The challenge covers the five elements that are crucial to an experiential learning activity: the use of real-world situations; complexity (more than one answer may suffice); industry-specific concepts; student-led activity; and finally, feedback and reflection (Svinicki & McKeachie, 2014). The benefits to students are numerous, especially in relation to the PR industry where strategy, creativity, spontaneous thinking, collaboration, and articulate wording are all pivotal to being successful.

This pedagogical teaching tool is applicable to a variety of courses within the PR discipline (e.g., writing, campaigns, cases, ethics, social media) or other strategic communication classes.

During fall 2016, a version of this challenge was successfully implemented in an advertising writing class as a final project. Student feedback was positive. For example, one student said, “the ‘Chopped’ final was also very intriguing! Having an interactive final that brings in industry professionals to critique our work will greatly help” students continuing in the field.

Assignment Instructions

The Mystery Basket PR Challenge includes three rounds. Each round consists of four mystery public relations components that groups of students must incorporate to produce a public relations solution for a specific organization. Students will work in small groups to produce the solution in a short amount of time for a variety of situations, organizations and media platforms. Student groups will compete against each other. Working in a collaborative environment is essential in PR. Learning to meet deadlines is also pertinent, especially in the public relations industry where clients expect work at a pre-set time. Further, PR practitioners must learn to handle unexpected crises in a timely situation.

Rules

The rules for each round include using all of the mystery basket components, creating the designated assignment within the time allotted, and making a persuasive pitch to the judges. In addition, students will have a public relations pantry they can turn to for help. The pantry would consist of their textbooks, Internet access, cell phones and laptops/tablets. This is similar to Chopped where contestants have access to a modified grocery store in order to enhance a dish. Students are given one class period to practice prior to the real competition class period with different ingredients than what will be used in the competition.

Components

Each group has a basket of mystery components during each round. The round assignments can change based on the class topic (see Appendix A for examples). For an introductory course, Round 1 could be the event planning round; Round 2 could be the social media round; and Round 3 could be the news release round. Just like Chopped, the time for each round will increase as each round increases in difficulty. During Round 1 for a social media class, the students will have 10 minutes to create a calendar-related promotion; during Round 2, students will have 20 minutes to create a hashtag campaign; and during Round 3, the students will have 30 minutes to write a blog post.

Professional Feedback

The student groups will be given live feedback on their work from industry professionals (see Appendix B for a sample judging rubric). The benefits of including public relations industry professionals in this challenge are many. Students have a chance to demonstrate their creative and innovative ideas, their presentation abilities, and their quick thinking skills to the professionals. In addition, students and professionals will begin to formulate relationships. This is important for potential future employment and/or mentorship.

When the time for each round expires, one person from each group must present the team’s final idea to the judges for one minute (or longer, depending on the challenge). The judges will deliberate and deliver their individual comments to each group. The judges will also choose a winner for every round. The class enrollment size and the division of groups will determine how many winning groups per round. The winners from each round will be named the Mystery Basket PR Challenge champions.

Appendix A

Assignment Examples

The Mystery Basket PR Challenge can be modified for different PR courses (e.g., crisis, campaigns, writing, social media). Like Chopped, each round allows students more time (e.g., 10, 20 and 30 minutes). Some “ingredients,” like the brands, will be assigned, while others can be selected strategically by the students (e.g., which channel makes the most sense in this situation?).

Crisis Communication 

  • Round 1: Official statement
  • Component #1: Brand/Organization (this would be assigned to the group)
  • Component #2: An image restoration strategy from Benoit or Coombs
  • Component #3: Crisis (a type of crisis would be assigned to the group)
  • Component #4: Speaker (choose the title of the person who would share the statement)
  • Round 2: Social media post
  • Component #1: Brand/Organization
  • Component #2: An image restoration strategy
  • Component #3: Crisis
  • Component #4: Channel (assign or let them choose)
  • Round 3: News release
  • Component #1: Brand/Organization
  • Component #2: Crisis
  • Component #3: Audience
  • Component #4: A quote to include

Social Media

  • Round 1: Calendar promotion
  • Component #1: National ____ Day (choose a day that fits the brand/org; for example, if the students were given Bayer Aspirin as the brand, they might choose July 9 Rock ‘n’ Roll Day as the specific national day for a tied-in promotional post)
  • Component #2: Brand (company/organization assigned to the group)
  • Component #3: Social media site (choose the most appropriate site)
  • Component #4: Post (write copy, decide when it would be posted, sketch image)
  • Round 2: Hashtag campaign
  • Component #1: Organization
  • Component #2: Event
  • Component #3: Goal
  • Component #4: Social media platform
  • Round 3: Blog post
  • Component #1: Organization
  • Component #2: Audience
  • Component #3: Keywords
  • Component #4: Links

Appendix B

Judging Rubric Example 

Division A Judge Name:

Round 2: Social Media Post

 

Please circle which group in Division A is being judged:

Group 1                                           Group 2                                           Group 3

 

CREATIVITY

Please rate from 1-10 (with 10 being the best) the creativity of the social media post based on the components provided in the basket.       1    2    3    4    5    6    7    8    9    10

 

OVERALL IDEA

Please rate from 1-10 (with 10 being the best) the overall idea of the social media post based on the components provided in the basket.      1    2    3    4    5    6    7    8    9    10

 

PRESENTATION

Please rate the quality of presentation from 1-10 (with 10 being the best).

1    2    3    4    5    6    7    8    9    10

 

 

Please provide comments concerning the overall social media post results, the presentation, and/or anything regarding how the challenge was managed (both positive feedback and suggestions for improvement).

REFERENCES

 Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How learning works: Seven research-based principles for smart teaching. San Francisco, CA: Jossey-Bass.

Benoit, W. L. (1997). Image repair discourse and crisis communication. Public Relations Review, 23(2), 177-186.

Coombs, W. T. (2007). Protecting organization reputations during a crisis: The development and application of situational crisis communication theory. Corporate Reputation Review, 10(3), 163–176.

Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall, Inc.

Svinicki, M. & McKeachie, W. (2014). McKeachie’s teaching tips: Strategy, research and theory for college and university teachers. Belmont, CA: Wadsworth Cengage Learning.