Instructor’s Manual for Wilcox, Cameron, Reber, Shin THINK Public Relations Second Edition prepared by Dr. James A. Lingwall Clarion University LECTURE NOTES i TABLE OF CONTENTS PREFACE ....................................................................................................................................................iii SAMPLE COURSE SYLLABUS AND OUTLINE...................................................................................vii Chapter 1: What Is Public Relations? ........................................................................................................... 1 Chapter 2: Careers in Public Relations ......................................................................................................... 7 Chapter 3: The Growth of a Profession ...................................................................................................... 10 Chapter 4: Today’s Practice: Departments and Firms ................................................................................ 15 Chapter 5: Research and Campaign Planning............................................................................................. 19 Chapter 6: Communication and Measurement............................................................................................ 24 Chapter 7: Public Opinion and Persuasion ................................................................................................. 29 Chapter 8: Managing Competition and Conflict......................................................................................... 34 Chapter 9: Ethics and the Law .................................................................................................................... 39 Chapter 10: Reaching Diverse Audiences .................................................................................................. 45 Chapter 11: The Mass Media ...................................................................................................................... 50 Chapter 12: The Internet and Social Media ................................................................................................ 55 Chapter 13: Events and Promotions............................................................................................................ 60 Chapter 14: Global Public Relations........................................................................................................... 64 Chapter 15: Corporate Public Relations...................................................................................................... 69 Chapter 16: Entertainment, Sports, and Tourism........................................................................................ 73 Chapter 17: Government and Politics ......................................................................................................... 77 Chapter 18: Nonprofit, Health and Education ............................................................................................ 81 iii PREFACE Welcome to Think Public Relations! Here, you will find an engaging, comprehensive presentation of principles and practices in public relations. This text also explores the emerging concept of managing competition and conflict. On its own, the text provides an outstanding basis for teaching a variety of courses, ranging from introductory or principles courses to advanced or theory courses in public relations. This book offers students the latest in public relations theory and practice, complemented by highly readable text, ample visuals, and many current real-world examples to engage interest. The purpose of this Instructor’s Manual for the first edition of Think Public Relations is to enhance the heart and power of the textbook as an educational resource. Although it focuses on components that will be particularly helpful to instructors teaching the principles of public relations course for the first time, experienced teachers will find useful and innovative resources. The ideas and supplemental information offered here for discussion sessions, class projects and activities, case analyses, chapter review and examinations will help create a relevant, dynamic teaching and learning experience for you and your students. The student-centered approach taken here should make your job as an instructor much easier and more satisfying, as well. We hope that you find this Instructor’s Manual makes teaching public relations both interesting and enjoyable for you. CHAPTER PEDAGOGY The first part of this manual parallels the sequence of the chapters in your book using the following organization: Chapter Summary To give you a quick preview of main chapter points, and some idea of what you and your students can expect ahead, each chapter begins with a summary. These summaries also provide useful “teaching perspectives” as you begin new lessons on each unit. Chapter Objectives Each chapter of the textbook has been designed to accomplish specific educational objectives that will stimulate and enhance student interest and knowledge of public relations principles, concepts, theory and practice. Reflecting these educational objectives, the first section of each chapter in the manual summarizes what the student should know and understand by the end of the chapter. Lecture Outline An outline is provided for each chapter of the textbook. The outline covers all of the main points in the text, providing a useful starting point for lecturing on content in the text, or for structuring supplementary lecture materials provided by the individual professor. Depending upon the teaching philosophy and style of the professor, the outlines can also be provided to students as a means of organizing lecture notes and a study guide. If you wish for your students to have the outline, you can simply photocopy the printed version found in this manual. Suggested Projects and Discussion THINK Public Relations , Second Edition iv This section covers various topics and projects that an instructor may use in the classroom to facilitate discussion and deeper understanding of the concepts in the chapter. Some of these topics may be discussed easily in a normal classroom session, while others might be used for outside assignments. In all cases, the purpose of the projects and discussion points is to stimulate students’ interest, engage students in active learning about public relations, and connect their learning to real practice. APPLY YOR KNOWLEDGE: What Would You do? The case problems included in the textbook give students the opportunity to apply public relations concepts and theories to a real-life situation, and to begin to understand the creative challenges they will encounter in the public relations profession. The case activity projects pose practical problems for students to discuss and solve, developing students’ critical thinking and problem-solving abilities. The manual also includes a brief discussion of concepts and approaches pertinent to each case problem. No single "correct" solution is given, even for cases with favorable outcomes. That part is up to the students. End-of-Chapter Review and Discussion Questions Brief answers and guidelines are given for the Review and Discussion Questions at the end of every chapter in the text. Review and Discussion Questions at the end for every chapter reinforce chapter principles, following key points. In addition, page references are given so that you can easily reference the key parts of the chapter. TEST BANK The second part of the instructor’s resources for Think Public Relations is the Test Bank. Organized by chapter, the Test Bank contains a variety of fully reviewed, multiple choice, true/false and short essay questions. Answers, page references, and difficulty level is provided, as well. These questions are also available on Pearson’s MyTest computerized testing system, available at www.pearsonmytest.com (access code required). This program allows the instructor to construct tests easily by building them right in the program and then printing out tests and answer keys. The software lets you choose test questions randomly, by selecting a chapter, question type, estimated question difficulty, and number of questions desired. Manual selection of questions can be done by choosing specific item numbers based on review of the questions in the printout. Tests can be printed in several different versions by either randomizing or changing the order of questions in different versions. POWERPOINT™ Presentation Package Though not in the instructor’s manual, a PowerPoint™ presentation package is available with slides for each chapter of your book. The presentations can be downloaded from Pearson’s online Instructor’s Resource Center at www.pearsonhighered.com/irc. ADDITIONAL RESOURCES Course Syllabus and Schedule v The Instructor’s Manual begins with a sample syllabus and schedules for semester and quarter courses. The schedules underscore the flexibility of using a comprehensive book. The schedules set out realistic, well-paced courses for 10 or 15 weeks of both undergraduate and graduate instruction. The first nine chapters provide a comprehensive overview of the public relations field that many instructors use to structure a semester or quarter introductory course. Chapters 10–13 focus on reaching diverse audiences through the use of mass media, social media, events and promotions. Chapters 14-18 deal with specialized areas of the field including global and corporate public relations; entertainment, sports, and tourism; government and politics; and nonprofit, health and education. These three blocks of chapters serve as modules to complete a full-featured course offering. Print Resources Several print resources are available to instructors teaching principles, case studies, management and theory courses in public relations. The “Suggested Readings” at the end of every chapter in the textbook have been selected to provide instructors and students an opportunity to delve further into topics discussed in the text. As such, they provide excellent references for student term papers and projects. Readings have been selected from periodicals that ordinarily would be found in most college and university libraries. These include PR Week, Public Relations Quarterly, Public Relations Tactics, Public Relations Review, Journal of Public Relations Research, Communication World, The New York Times and The Wall Street Journal . In addition, you will find a bibliography of current books listed at the end of the text. Additional Resources Instructors may wish to order the Guide to Professional Resources from the Public Relations Society of America, 33 Irving Place, New York, NY 10003-2376. This catalog contains pamphlets, books, audio recordings, and videos that can be purchased and effectively used in the classroom. The International Association of Business Communicators (IABC) also maintains a list of publications and other resource materials available for purchase. You can contact them at: One Hallidie Plaza, Suite 600, San Francisco, CA 94102. Modern Talking Picture Service offers a number of public relations videos for purchase, including "Communications That Count: The Impact of Public Relations," which provides a useful introduction to the field for beginning students. The address is: 4705 Bakers Ferry Rd SW, Suite F, Atlanta, GA 30336. Ask for a copy of their Educational/Instructional Video catalog. The PBS Video Series serves as another excellent source of materials related to public relations. Bill Moyers hosts a four-part series on the Public Mind, which explores persuasion in our society. Of particular interest is "Consuming Images" about the impact of public relations and advertising. In another series, "A Walk Through the 20th Century," Moyers interviews public relations pioneer Edward L. Bernays. PBS Video is at 1320 Braddock Place, Alexandria, VA 22314-1698. Films for the Humanities & Sciences also carries the Moyers series as well as a number of good videotapes about mass communication practices and issues. Request their catalog by writing to P.O. Box 2053, Princeton, NJ 08543-2053 or by calling (800) 257-5126. THINK Public Relations , Second Edition vi For a behind-the-scenes, critical look at government and corporate communication practices, consider the offerings of The Cinema Guild, Inc. 1697 Broadway, Suite 506, NY, NY 10019- 5904; (800) 723-5522. Thomson Business and Economics Publishing offers a video on crisis management, "Crisis Management When Disaster Strikes." For information, call (800) 543-0174. An array of videos related to public relations concepts and techniques is available from Insight Media, 2162 Broadway, NY, NY 10024; (212) 721-6316. Recordings cover public speaking, presentations, group dynamics, persuasion theory, gender issues and mass communication ethics. "Television and the Presidency" is a three-part videotape on various aspects of presidential politics and the media. Interestingly, one part of the series brings together presidential press secretaries for a retrospective on presidential media relations. To order a complimentary copy, contact The Freedom Forum, First Amendment Center, 1207 18th Avenue South, Nashville, TN 37212; (615) 321-9588. The fifteen-part video series devoted to news writing holds several especially relevant programs (What is News? Dealing with Sources; Public Relations Writing; The Ethics of Journalism). The entire series, entitled "News Writing," might be useful at various times in the public relations curriculum. This PBS Telecourse is available from Annenberg/CPB Collection, P.O. Box 2345, South Burlington, VT 05407-2345; (800) - LEARNER. Other resources will be listed, as appropriate, under various chapters. Websites A number of trade websites are useful for additional sources of class content. Students can be also guided to access or search those websites for their career building in and out of the class. Public Relations Society of America (http://www.prsa.org) Public Relations Student Society of America (http://www.prssa.org) International Public Relations Association (http://www.ipranet.org) Arthur W. Page Society (http://www.awpagesociety.com) Council of Public Relations Firms (http://www.prfirms.org) The Museum of Public Relations (http://www.prmuseum.com) You can locate additional websites on local, national and international levels. Start by looking up your local PRSA chapter. vii SAMPLE COURSE SYLLABUS AND OUTLINE Course Objectives The primary objective of this course is to familiarize students with the basic concepts, principles, practice and profession of public relations. It is the foundation course for other courses in public relations and a supplemental course for students majoring in other fields. At the end of the course students should have attained knowledge and understanding of the following central concepts: • The role and functions of public relations in a contemporary society. • The contingency views of public relations practice in the worlds of managing competition and conflict • The historical evolution of public relations, career opportunities in the field, and professional/ethical/legal responsibilities. • The basic process of public relations—research, planning, communication, evaluation—and the use of communications strategies and tactics to achieve organizational goals and objectives. • The persuasion of public opinion and audience analyses and how to reach diverse audiences. • Practical guidelines for utilizing written, spoken, and visual techniques to reach selected audience. • An understanding of how public relations is a global phenomenon. • How the Internet and social media are changing the way public relations professionals build and sustain relationships between an organization and its constituents. • An understanding of public relations activities in business, sports, tourism and entertainment. • An understanding of public relations activities in nonprofit, education and government organizations. Course Prerequisites There are no prerequisites for this course, but a student should be a sophomore or a junior. It is an introductory course that not only attracts public relations majors but a number of majors in public relations, advertising, journalism, communication, marketing, and business. Required Text THINK Public Relations, 2 nd Edition Dennis H. Wilcox, Glen Cameron, Bryan H Reber, Jae-Hwa Shin Pearson Education, Inc ©2013 ISBN: 0205857256 Recommended Periodicals Students, particularly public relations majors, should take advantage of special student discounts for the following publications: Public Relations Tactics (available through PRSSA membership); PR Week (a weekly tabloid); Communication World (available through IABC membership); The Wall Street Journal and The New York Times . THINK Public Relations , Second Edition viii Method of Instruction The primary method of instruction is the class lecture. The instructor can lead class discussion and elaborate on material from the required text through use of contemporary cases or examples out of the text, sample public relations materials from local organizations, occasional guest lectures by public relations specialists and class activities. Assignments • Class assignments should enhance the student’s skill in writing, interview techniques, library research, speaking, organization and planning, time management, and problem solving. The following assignments will be given: • Assigned Readings. Chapters from the text. • Major group paper. A term project of 10–15 typewritten double-spaced pages on some aspect of public relations, such as a situational analysis of public relations cases. The paper should include a minimum of one personal interview and use of pertinent library materials. Each paper should include annotated bibliography and footnotes. (Students are also expected to present the group paper at the end of the semester or the quarter if the class schedule allows. Peer evaluation is necessary in this group project.) • Mini individual case studies. To help students understand the ideas expressed in a specific chapter and gain more writing experience, three or four problem- solving questions are assigned during the course. Papers should be 3–4 pages, typed, double-spaced, and utilize key concepts in a specific chapter to solve a public relations problem or question. At the end of every chapter is a suggested "case problem" that can be utilized for such a writing assignment. • Short talk. During the course, each student should be asked to talk for about 5-6 minutes on some current topic in public relations. The subjects may be a recent news story or current event that involves or affects public relations, or it could simply be a summary of his or her major paper research findings. (Such talks should be spaced during the semester or the quarter to avoid spending the last three or four weeks of class time on student presentations.) • Examinations. A mid-term and a final exam should be given. Questions may be multiple choice, true/false or short essays. (Material from class lectures and handouts, as well as from the text, will be utilized.) • Class participation. Active class discussion is encouraged since it is an element in determining the course grade. Grading Criteria Student assignments are evaluated on the basis of: (1) comprehension of content, (2) analysis of material, (3) extent of research, (4) clarity of expression, (5) quality of writing, and (6) professional appearance. All written assignments should be typed, double-spaced, and meet the requirements. Assignments are due at the scheduled date. Assignments carry the following percentage weight in determining the course grade: • Major group paper___________________________30 percent • Mini individual case studies___________________ 20 percent • Short talk/class participation___________________10 percent • Mid-term examination________________________20 percent • Final examination ___________________________20 percent ix SUGGESTED SCHEDULE OF READING FOR SEMESTER COURSE Week One Chapter 1: What is Public Relations? Week Two Chapter 2: Careers in Public Relations Chapter 3: The Growth of a Profession Week Three Chapter 4: Today’s Practice: Departments and Firms Chapter 5: Research and Campaign Planning Week Four Chapter 6: Communication and Measurement Chapter 7: Public Opinion and Persuasion Week Five Chapter 8: Managing Competition and Conflict Week Six Chapter 9: Ethics and the Law Week Seven Chapter 10: Reaching Diverse Audiences Week Eight Mid-term Examination Week Nine Chapter 11: The Mass Media Chapter 12: The Internet and Social Media Week Ten Chapter 13: Events and Promotions Week Eleven Chapter 14: Global Public Relations Chapter 15: Corporate Public Relations Week Twelve Chapter 16: Entertainment, Sports and Tourism Week Thirteen Chapter 17: Government and Politics Week Fourteen Chapter 18: Nonprofit, Health, and Education Week Fifteen Final Examination Notes: For a quarter or semester system, it is recommended that all the chapters be taught. To do that, two chapters will need to be taught five of the 15 weeks. While the instructor may choose how to combine chapters for pedagogical or logistical reasons, we have suggested where it might be best to combine chapters for those weeks where two chapters are taught. THINK Public Relations , Second Edition x SUGGESTED SCHEDULE OF READING FOR A QUARTER COURSE Week One Chapter 1: What is Public Relations? Chapter 2: Careers in Public Relations Week Two Chapter 3: The Growth of a Profession Chapter 4: Today’s Practice: Departments and Firms Week Three Chapter 5: Research and Campaign Planning Chapter 6: Communication and Measurement Week Four Chapter 6: Communication and Measurement Chapter 7: Public Opinion and Persuasion Week Five Chapter 7: Public Opinion and Persuasion Chapter 8: Managing Competition and Conflict Week Six Chapter 9: Ethics and the Law Chapter 10: Reaching Diverse Audiences Week Seven Chapter 11: The Mass Media Chapter 12: The Internet and Social Media Week Eight Chapter 13: Events and Promotions Chapter 14: Global Public Relations Week Nine Chapter 15: Corporate Public Relations Chapter 16: Entertainment, Sports and Tourism Week Ten Chapter 17: Government and Politics Chapter 18: Nonprofit, Health, and Education INSTRUCTOR'S MANUAL 1 Chapter 1: What Is Public Relations? SUMMARY It is assumed that this course is the student's first formal introduction to the field of public relations. Therefore, this chapter introduces students to the general concepts of public relations and stresses that it is a multifaceted field with a higher degree of complexity than appears to the casual observer. This chapter touches on a number of topics, which are explored in greater detail in subsequent chapters. OBJECTIVES After reading this chapter students should: 1. Be able to define public relations and understand the challenges faced by practitioners in a global context. 2. Understand that public relations is a multifaceted process that extends far beyond communication, with its roots in research and planning. 3. Be able to describe the major differences, and interrelationships, between public relations, and related communication disciplines such as journalism, marketing, and advertising in terms of scope, audience, objectives and channels. 4. Understand and discuss integrated communication strategies. 5. Be able to identify areas of specialization and gain a sense of career trends in public relations. 6. Be able to identify the major areas of public relations work. 7. Be able to identify the various ways public relations contributes to an organization’s bottom line. CHAPTER OUTLINE A. The Challenge of Public Relations B. Global Scope C. A Variety of Definitions 1. Key Elements a) Deliberate b) Planned c) Performance d) Public Interest e) Two-Way Communication f) Strategic Management of Competition and Conflict D. Public Relations as Process (RACE) 1. Research 2. Action and Planning 3. Communication 4. Evaluation E. Public Relations as Cyclical Process: Frito-Lay Case Study F. The Components of Public Relations 1. Counseling 2. Research 3. Media Relations 4. Publicity 5. Employee/Member Relations 6. Community Relations 7. Public Affairs 8. Government Affairs THINK Public Relations , Second Edition 2 9. Issue Management 10. Financial Relations 11. Industry Relations 12. Development/Fund Raising 13. Multicultural Relations/Workplace Diversity 14. Special Events 15. Marketing Communications G. Public Relations Differs from Journalism 1. Broader Scope 2. Different Objectives: Objective Observers vs. Advocates 3. Mass Audiences vs. Targeted Audiences 4. Channels Beyond Mass Media H. Public Relations Differs from Advertising 1. Paid/Controlled vs. Unpaid/Uncontrolled 2. Mass Media vs. Range of Channels 3. Selling vs. Public Understanding 4. External Audience vs. Range of External and Internal Audiences 5. Specialized vs. General 6. Mutually Supportive 7. Advertising More Costly 8. Advertising Often Less Credible I. Public Relations Differs from Marketing 1. Build Markets vs. Build Relationships 2. External vs. External/Internal Audiences 3. Customer-Based vs. Broader Base 4. Often Limits Public Relations to Product Publicity vs. Many 5. Management/Communication Functions 6. Public Relations Supports Marketing a) Marketing Public Relations Is Only One Facet of Public Relations b) Contributions of Marketing Public Relations (1) Developing New Prospects (2) Providing Third-Party Endorsements (3) Generating Sales Leads (4) Paving Way for Sales Calls (5) Stretching Communication Dollars (6) Providing Inexpensive Sales Literature (7) Establishing Corporation as Authoritative Source (8) Helping to Sell Minor Products J. Toward an Integration Perspective: Strategic Communication 1. Downsizing 2. Tighter Budgets 3. Increased Clutter of Advertising 4. Recognition of Public and Social Policy Issues K. Nin Ways Public Relations Contributes to the Bottom Line 1. Awareness and information 2. Organizational motivation 3. Issue anticipation 4. Opportunity identification 5. Crisis management 6. Overcoming executive isolation 7. Change agent INSTRUCTOR'S MANUAL 3 8. Social responsibility 9. Influencing public policy SUGGESTED PROJECTS AND DISCUSSION 1. Ask students what PR people are like, in their minds. Are there any stereotypes or associations that go with the term “public relations”? Analyze some public relations professionals in news, talk shows, movies, soap opera, etc. 2. Ask class members to go online and locate news articles that mention public relations. In what context was the term "public relations" used in the article? What are some other terms describing public relations profession or work? 3. Did students come across any reference to sub-specialties such as "corporate communications," "public affairs," or "strategic communications"? 4. In small groups or as individuals, ask students to students think of a favorite product, service, or organization. Then, have students locate media examples of that product, service, or organization being promoted through: a.) public relations; b.) advertising; or c.) marketing. Taken together, how do these combinations illustrate the principles of strategic communication? In this case, what does strategic communication accomplish that a single discipline could not for the product, service, or organization? 5. Direct students to go online to local or regional news websites and locate articles containing publicity for an organization. Discussion should center on whether the news story originated from a news release or a contact by a public relations person in the organization. Discuss the differences between news stories and publicity. It is likely that some students will bring a paid advertisement (e.g. image advertising) to class as an example of publicity. You will need to point out the difference between the two disciplines. You can also use these to further discuss the differences (and possible convergence) between publicity and advertising. APPLY YOR KNOWLEDGE: WHAT WOULD YOU DO? Students should do secondary research in Tempe and Phoenix-area media surrounding the Yogurtini launch. How did the company win over the publics in that geographical area? Have students research/note key psychographic tendencies of the target group (women 24-35), and try to relate those to yogurt attitudes, purchase intentions, prevalence in family outings, etc. Because the company espouses an integrated approach, you should cite areas where there is a natural crossover (image advertising, cause- related marketing, etc.), as well as potential areas of friction to understand and consider. Which initiatives appear to be specifically public relations-driven? ANSWERS TO QUESTIONS FOR REVIEW AND DISCUSSION 1. There are many definitions of public relations. Of those found in this chapter, which do you think best reflects reality? Why? Common denominators used when describing effective public relations usually include management skills, conflict resolution, facilitation of mutual understanding between groups, and techniques of effective communication. The notion of feedback is critical with regard to communication. Feedback comes from publics, which are various audiences that have a specific stake in your organization. Marketers and advertisers, conversely, refer to audiences more as customers, where the end behavior of buying and selling is measured more than the relationship- building process in public relations. (Pages 6-7) THINK Public Relations , Second Edition 4 2. Why is public relations so difficult to define? How would you define it based on what you know now? Public relations is difficult to define because it is a series of actions, changes, or functions, rather than one single entity. One definition that seems to capture public relations as a process was formulated by Cutlip, Center and Broom. These scholars say that “public relations is the management function that identifies, establishes, and maintains mutually beneficial relationships between an organization and the various publics on whom its success or failure depends.” (Page 6) 3. Which of the steps in the public relations process do you think are most important to a successful campaign? Why? All of the steps in the RACE formula are important and necessary for a successful public relations campaign. (Page 7) 4. Feedback is considered an important part of the public relations process. Why? Feedback is essential in determining whether campaign objectives were achieved and for assessing the overall success of the campaign. This information, in addition to being critical for practitioners as guidelines for future campaigns, is the means by which practitioners demonstrate their value to clients. (Page 9) 5. How do social media offer both opportunities and obstacles for public relations practitioners? Bloggers have become important citizen journalists, product/service/food reviewers, and influential opinion leaders. Naturally, public relations professionals want to woo such leaders, but just like journalists, they must be handled with care. Bloggers wield substantial influence among their loyal readers. After all, that’s why PR pros enlist bloggers’ support. But PR missteps can take on what may seem like disproportional importance when those missteps fly instantly around the blogosphere. (Page 11) 6. Many people think of public relations practitioners simply as “in-house journalists.” What do you think are some major differences between public relations and journalism? Public relations and journalism are different in regards to four areas: (1) Scope - Public relations has many components, ranging from counseling to issues management and special events. Journalistic writing and media relations are only two of these elements. (2) Objectives – Whereas journalists are objective observers whose primary objective is providing the public with news and information, public relations practitioners are advocates whose main objective to their client’s particular point of view. (3) Audiences – Journalists write primarily for a mass audience. Public relations practitioners carefully segment audiences and tailor messages specifically for them. (4) Channels – Most journalists reach audiences through one channel; public relations professionals use a variety of channels to reach their target audiences. (Pages 12-13) 7. How should public relations practitioners work with bloggers? How do bloggers differ from journalists? INSTRUCTOR'S MANUAL 5 1) Genuinely engage bloggers on their blogs rather than spamming them with press materials; 2) target bloggers appropriately; 3) understand that bloggers can be more influential than traditional journalists; 4) monitor and contribute to blogs, always keeping your client’s or organization’s needs in mind, 5) do your own blogging; 6) be helpful, transparent, honest, and genuine rather than trying to pitch to bloggers. Bloggers differ from journalists in terms of their professional training and motivation. Most bloggers are not professional news writers, and they do not usually represent the mainstream media. They are likely to be biased toward their own personal causes. However, they can also wield substantial influence among their loyal readers. (Page 11) 8. What are the pros and cons of using public relations versus advertising to raise awareness about an organization’s product or service? Because advertising is paid, then message is controlled (in timing and placement). That’s an advantage over public relations (or publicity) where the message is unpaid and uncontrolled. Public relations has an advantage over advertising, however, in that it tends to be more credible (e.g., people will believe a newspaper article over an advertisement). Moreover, advertising is usually much more expensive than public relations. (Page 14) 9. It has been asserted that public relations creates brands, whereas advertising can only reinforce and defend a brand. Do you agree? Why or why not? In its market-support function, public relations achieves a number of objectives, including raising awareness, informing and educating, gaining understanding, building trust, making friends, and giving people reasons to buy and create a climate of consumer acceptance. The concept of “branding” used by companies such as Honda and Starbucks, as well as cultural institutions such as the Museum of Modern Art in New York, depends heavily on the groundwork established by public relations campaigns. (Page 14) 10. How does James Grunig differentiate between publics and stakeholders? How might this differentiation be useful in developing PR strategies? According to Grunig, stakeholders are any that can be affected by or can affect an organization. Publics arise out of these stakeholder groups and become the object of targeted public relations efforts. (Page 15) 11. How can PR fulfill marketing objectives? Public relations has been called the fifth “P” (promotion) of marketing strategy. Dr. Wilcox lists eight ways public relations can help fulfill marketing objectives: (1) developing new prospects for new markets, (2) providing third-party endorsements, (3) generating sales leads, (4) paving the way for sales calls, (5) stretching an organization’s advertising and promotional dollars, (6) providing inexpensive sales literature, (7) establishing a corporation as an authoritative source, and (8) helping to sell minor products. (Page 16) 12. Describe the concept of integrated communications (IC), which some people also call integrated marketing communications (IMC). Which four factors have led to the growth of integrated campaigns? Integration includes the communication concepts of public relations, marketing and advertising. The four factors fueling the trend toward integration are downsizing and re-engineering of organizations, tighter budgets for marketing and communication departments, the high cost of