Instructor Manual
Public Relations Cases (9th edition.)
By
Darrell C. Hayes
American University
Washington, DC
Pallavi Damani Kumar
American University
Washington, DC
Table of Contents
INTRODUCTION 1
COURSE MATERIALS 2
SAMPLE SYLLABUS 2
EXAM QUESTIONS 8
VIDEO SUPPLEMENT 9
SILVER ANVIL AWARD CASES 11
OTHER CASE STUDY RESOURCES 13
CHAPTER ONE – Public Relations in Action 14
Desired Student Learning Outcomes 14
Chapter One – Teaching Points 14
Chapter One Test/Quiz Questions 17
CHAPTER TWO – A Public Relations Process 18
Desired Learning Outcomes 18
Chapter Two – Teaching Points 18
Chapter Two Test/Quiz Questions 24
REACHING MAJOR AUDIENCES 25
CHAPTER THREE – Media Relations 25
Desired Learning Outcomes 25
Teaching Points 25
Chapter Three Test/Quiz Questions 27
Case 3-1 EARTH HOUR 2008— A Global Statement on Climate Change 28
Case 3-2 Save-A-Landmark National Civil Rights Museum 29
MEDIA RELATIONS – Class Exercises 31
Opera Nation Scenario 31
Video GameBox-2 34
CHAPTER FOUR – Social Media 37
Desired Learning Outcomes 37
Teaching Points 37
Chapter Four Test/Quiz Questions 38
Case 4-1 Doritos Crashes the Super Bowl 39
Case 4-2 Refreshing Change: Pepsi Refresh Project Brings Good Ideas to Life 41
Case 4-3 The Miller High Life One-Second Ad 43
Case 4-4 Volkswagen GTI Becomes the World’s First Car Launched Exclusively On a Mobile Device 44
SOCIAL MEDIA – Class Exercises 45
Dream Act Engagement 45
Social Media Problem Solving 46
CHAPTER FIVE – Internal Communications 47
EMPLOYEE RELATIONS 47
Desired Learning Outcomes 47
Teaching Points 47
Test/Quiz Questions 49
Case 5-1 Allstate Insurance Company Southeast Region Employee Engagement Strategy 50
Case 5-2 Best Adoption-Friendly Workplace and Foster Care Adoption Outreach 51
Case 5-3 RISE TO THE CHALLENGE: OVERCOMING THE GREAT RECESSION OF 2009 52
EMPLOYEE RELATIONS – Class Exercises 53
Millennial Computing Services 53
A.J. Ranz Foundry 56
MEMBER RELATIONS 59
Desired Learning Outcomes 59
Teaching Points 59
Test/Quiz Questions 60
Case 5-4 61
MEMBER RELATIONS – Case Exercises 62
Sportsmen’s League of the Carolinas 62
Merrywood Homeowners’ Association 65
CHAPTER SIX – Community Relations 68
Desired Learning Outcomes 68
Teaching Points 68
Test/Quiz Questions 69
Case 6-1 Puget Sound Energy's Rock The Bulb Tour 70
Case 6-2 The New UTC: Building Community Support for a $1 Billion Shopping Expansion and Revitalization 71
Case 6-3 Spike & Biscuit Rebrand for the Charleston Animal Society 72
COMMUNITY RELATIONS – Class Exercises 73
Onondaga Indian Casino 73
Sno-Jet Industries 76
CHAPTER SEVEN – Public Affairs and Government Relations 79
Desired Learning Outcomes 79
Teaching Points 79
Test/Quiz Questions 80
Case 7-1 Stop Oil Speculation Now 81
Case 7-2 Two Hospitals for Williamsburg 82
Public Affairs – Class Exercises 83
Coalition for a Cleaner Iowa 83
Literacy Matters Association 86
CHAPTER EIGHT – Investor and Financial Relations 89
Desired Learning Outcomes 89
Teaching Points 89
Test/Quiz Questions 90
Case 8-1 Aflac Gives Shareholders A “Say on Pay” 91
Case 8-2 No Brakes for Monro Muffler! 92
Case 8-3 The Debt Diva Campaign 93
Investor Relations – Class Exercises 94
Paper Works Merger 94
Flexico Acquisition of BankLine 97
CHAPTER NINE – Consumer Relations 100
Desired Learning Outcomes 100
Teaching Points 100
Test/Quiz Questions 102
Case 9-1 Haagen-Dazs loves Honey Bees 103
Case 9-2 Hallmark Sound Card Product Launch: Sweet Music! 105
Consumer Relations – Class Exercises 107
Lynzac Kitchen Equipment 107
Fast Feet System 109
CHAPTER TEN – International Public Relations 112
Desired Learning Outcomes 112
Teaching Points 112
Test/Quiz Questions 113
Case 10-1 Unilever Turkey’s “Garbagelady (COPMADAM)” Program 114
Case 10-2 A Woman’s Stand: The Largest Human Pink Ribbon Campaign 115
International Public Relations – Class Exercises 116
Business Investment in Urbania 116
International Cellphone Standards Association 119
CHAPTER ELEVEN – Relations with Special Publics 122
Desired Learning Outcomes 122
Teaching Points 122
Test/Quiz Questions 123
Case 11-1 Air New Zealand Pink Flight 124
Case 11-2 Changing The Meaning Of "Organ Donor" Among Motorcyclists 125
Case 11-3 United Way of Greater Milwaukee If Truth Be Told Initiative 126
Relations with Special Publics – Class Exercises 128
Teens Helping Each Other 128
Exercise and Aging Coalition for Health 131
CHAPTER TWELVE – Crisis Communications 134
Desired Learning Outcomes 134
Teaching Points 134
Test/Quiz Questions 135
Case 12-1 Deepwater Horizon: Offshore Drilling Oil Spill Creates Anxiety Among Key Energy Stakeholders and a Gusher of Conflicting Emergency Public Relations 136
Case 12-2 Crystallizing a Response to a Crisis 138
Case 12-3 Trouble Brewing 139
Case 12-4 Pencils Down: Making East Coast Writers Voices Heard During the 100-Day Writers Guild Strike 140
Emergency PR – Class Exercises 142
INKA Airlines Accident 142
Daily Living Multimedia 144
CHAPTER THIRTEEN – Integrated Marketing Communications 147
Desired Learning Outcomes 147
Teaching Points 147
Test/Quiz Questions 148
Case 13-1 The Nashville Symphony Loves Nashville, Starring Our New Maestro 149
Case 13-2 National Peanut Board Responds To Recall Of More Than 3,000 Products 150
Case 13-3 Creating A World with More Birthdays 152
IMC – Class Exercises 153
Solster Sports Car 153
MADD Fights Rash of Teen Deaths 156
ACKNOWLEDGEMENTS 159
INTRODUCTION
Public relations courses have adopted the model used by many business schools – case studies – to teach both theory and solid problem solving skills. My students understand the importance of learning about theory, but they delight in real-world public relations examples. You can see them lean forward in their chairs when I or a guest speaker starts to recount personal stories about interesting and challenging cases we’ve experienced. The theory behind solid communication campaigns builds a good foundation, but it is through these case examples that they obtain a repertoire of practical material for their future work. It is through the challenge of solving communication problems that they develop the skills so necessary in a business known for creative ideas and innovative people.
Public Relations Cases, 9thedition, offers a conceptual framework upon which to hang real public relations campaigns. Through the ROPE mode developed by Jerry Hendrix – research, objectives, programming and evaluation – the book outlines a strategic approach to solving communication problems. The model shows how to define audiences, develop messages, set goals that can be measured, and chose the right communication strategies and vehicles to make a difference. Students are able to learn how organizations have solved community relations issues, international public relations problems, and conducted integrated consumer marketing campaigns.
To assist in this process, this Instructor’s Manual provides:
§ Draft syllabi for a public relations cases course
§ The ROPE model template to use in developing student problem solving skills
§ Desired student learning outcomes for each chapter
§ Teaching tips for content that will cover key chapter issues
§ Suggested activities and discussion points for each case covered in Public Relations Cases
§ Test/Quiz questions for the chapters
§ Case problem exercises, discussion questions and for some cases there are draft solutions to encourage strategic communication campaign thinking. The hypothetical scenarios give students practice in applying the principles gleaned from the course. Some instructors may wish to add additional flesh to these skeleton cases by using information from real organizations. This will allow the students to do Internet research on the organization’s mission prior to working a campaign. If this approach is taken, the students should be cautioned that the cases are fictitious and do not represent real people or events. The solutions are strictly conceptual to trigger further discussion about “possibilities” for campaigns.
This is a fun class to teach. Enjoy, and please let us know if other material would be helpful.
Darrell Hayes
School of Communication
American University
Washington, DC 20016-8017
e-mail:
Pallavi Kumar
School of Communication
American University
Washington, DC 20016-8017
e-mail:
COURSE MATERIALS
SAMPLE SYLLABUS
Building the right syllabus for your class will give a clear roadmap for the students and clarify the overall goals for the course. Students like to know the objectives for a course and what knowledge and skills will be covered. It is also better if they understand not only the assignments but also how each assignment fits into the overall goals for the course. Finally, the syllabus should articulate any special policies relevant to the class, such as attendance requirements, academic integrity/plagiarism and standards for grading.
Following are but a few of many possible approaches to teaching a course in public relations cases. The syllabus starts with the premise that students should finish the course with an understanding of 1) communication campaign problem solving and 2) the process and structure of public relations campaigns. After building a framework using the “Research Objectives, Programming and Evaluation” (ROPE) model outlined in Public Relations Cases, the students are immersed in case after case to help them see patterns and build a repertoire of ideas and techniques that work in public communication campaigns.
With that in mind, this draft includes not only cases from the book but also assignments for students to analyze current PRSA Silver Anvil Award winners. PRSA allows nonmembers to search through the current year’s list of winners and print out the case. Another way to keep the material current is get students in the habit of scanning newspapers for examples of contemporary campaigns. The draft syllabus is structured around sixteen weeks (semester) but can easily be broken down into increments that best match the schedule of two meetings per week or a summer session.
We assume each instructor will set a classroom climate that encourages students to be active participants, and helps them understand the long-term value of cases study material. In that light, when the draft syllabus includes student presentations, it is intended the presentation will help trigger and guide discussions, as a part of the “discovery process.” However, a word of caution is appropriate. I do not recommend letting the students make long presentations on a case as it can turn into a rather ‘boring lecture” for others and may dampen the exchange of ideas. It seems to work best when short background presentations are quickly followed by an analysis of the strengths and weaknesses of a campaign.
Other approaches may work. One instructor assigned the class members to groups, and each week the group was responsible for a specific portion of the ROPE analysis. For example, one week a team would do the “research” portion, and for the next week, they would cover the analysis of the “programming.” Finally, the class should likely end the discussion with suggestions on how to make the campaign even better to help students think critically about a campaign.
Conceptual Syllabus
Public Relations Cases
Syllabus
Introduction
Having taken a number of communications courses thus far, you may still wonder when witnessing a story unfold in the media– was this generated through a PR campaign? Or how exactly did a particular company generate so much media coverage for a product launch? How did that nonprofit manage to bring so much awareness to their campaign? What exactly do PR firms expect a news release to do for their client? You may even wonder how big a budget do you need for a successful PR campaign. Or even though a particular event generated maximum significant viral buzz, did it really meet its original objective?
This class will hopefully address all of these questions. Throughout the semester, you will have the opportunity to review, discuss and evaluate multiple PR campaigns in a variety of disciplines. Throughout this process, you will use the basic model that will be discussed in the beginning of this semester and then apply it to each case study that you evaluate. Ultimately, you will gain an understanding of what constitutes a PR campaign and how to evaluate the strengths and weaknesses of individual campaigns.
Course Objectives
- Understand the basic model that is used to develop, implement and evaluate public relations campaigns.
- Apply that model in order to evaluate various PR campaigns in a multitude of PR disciplines.
- Create a knowledge base of various PR tactics across multiple disciplines that can be used when planning a PR campaign.
- Determine what constitutes success for a PR campaign.
Textbook
Hayes, Hendrix and Kumar, Public Relations Cases 9th ed.
Please bring your book to EVERY class!
The textbooks will be supplemented by articles and case examples provided by the professor
Class members are also expected to read at least one daily newspaper a day (i.e., The Washington Post, The New York Times, The Wall Street Journal and your local papr) as well as keep informed of news events from other media sources such as the Internet, weekly news magazines, local/national TV etc.
Course Breakdown
Midterm Exam 10%
PR In Action Analysis 20%
PR In Action Implementation 10%
Case Review 20%
Strategic Plan/Presentation 20%
Final Exam 10%
Class Participation/Attendance 10%
Class Attendance/Participation
Students are expected to attend all classes in their entirety. Your active participation in class discussions and exercises is an important component of this class as well as your grade.
Professionalism/Grading
Students are expected to be professional in all dealings associated with this class. This includes treating the guest speakers with respect and providing them with your full attention as well as conducting yourself in a professional manner in any field trips outside the class.
In addition, all written assignments should be typed, proofread and grammatically correct. Good writing is critical to success in public relations, therefore, punctuation and grammatical errors will affect your grade. Students must keep copies of all assignments turned into the professor. All assignments submitted should be in 12-point type. Students will receive specific instructions for each assignment – your ability to follow these instructions carefully and precisely will benefit your grade. If at any time you have concerns about your grade in this class, please see me. I want all students that take this class to have a feeling of success and accomplishment. Please feel free to see me if you have additional questions about my grading policy.
Deadlines
Students are expected to meet all deadlines – written assignments should be submitted on time and exams should be taken on the designated dates unless prior arrangements are made. Grades will be lowered by one full letter grade for every week that written assignments are late.