2012 PROCEEDINGS - Public Relations Society of America

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Please e-mail the completed survey to Rebecca Deemer at rdeemer@uindy.edu or fax to 317-788-3490. Thank you again for taking the time to complete this survey! Your feedback will help us ensure the most positive client experience for others like you in the future and guide our students‘ educational process so that they can be more prepared for the professional world. If you have any questions about this survey, please feel free call Rebecca Deemer at 317-791-5720 or e-mail rdeemer@uindy.edu PICTURE OF FIRM LEADERS SCHOOL LOGO 30
Hope for the Future: Millennial PR Agency Practitioners‟ Discussion of Ethical Dilemmas Tiffany Derville Gallicano derville@uoregon.edu Kelli Matthews University of Oregon Abstract Through the use of online discussion groups, this study explores ethical dilemmas that Millennial agency practitioners confront, as well as ideas for the profession to improve ethical decision making. The results have implications for students, Millennial agency practitioners, senior agency executives, clients, and professional associations. Conceptually, this study fleshes out Berger and Reber‘s (2006) rational argumentation option for dissent and extends Kelleher‘s (2007) concept of distributed public relations. Introduction A survey of 808 PRSA members concluded that practitioners younger than 30 were less likely than any other age category to talk with management about a questionable decision, and they were more likely than any age group to stand by and do nothing about poor organizational decisions (Berger & Reber, 2006). Furthermore, practitioners with fewer than 10 years of experience were less likely than their peers to talk with management about an inappropriate decision. In terms of how practitioners express dissent, those younger than 30 were the least likely of any age group to articulate dissent and were more likely to use antagonistic/latent dissent (i.e., talking with people inside the organization who are unlikely to make a difference) than any other age group (Berger & Reber, 2006). Berger and Reber (2006) offered the following explanation: The lack of will among young practitioners and early-career practitioners to rock the boat is understandable. They are working to curry favor with their superiors and build a career. They, therefore, do not want to make trouble through dissension. (p. 197) Berger and Reber‘s (2006) research is supported by a study of Millennial public relations agency practitioners; most respondents to the survey preferred to ―avoid an issue rather than take a stand‖ and ―for those who took a stand, more followed the boss‘ orders than not‖ in the hypothetical scenarios presented to participants (Curtin, Gallicano, & Matthews, 2011, p. 13). Berger and Reber explained, ―Educators and professional organizations can play a role…by teaching students and new practitioners the value of dissent to an organization, as well as teaching appropriate dissent tactics in specific scenarios.‖ Although extant literature addresses a range of ethical dilemmas (e.g., Fitzpatrick & Bronstein, 2006; Parsons, 2008; Seib & Fitzpatrick, 1995), research is needed to examine the pressing ethical dilemmas that entry-level practitioners face today from the perspectives of entry-level practitioners. Textbooks offer contemporary examples of ethical dilemmas; however, many ethical dilemmas do not become public enough to make it into books. In this study, fresh examples of common ethical dilemmas from the perspectives of Millennial public relations agency practitioners are explored for several reasons. First, the resulting data can help educators, employers, and industry groups understand which dilemmas to focus on when training students and agency employees. Also, educators, employers, and industry 31
Page 1 and 2: 2 0 1 2 P R O C E E D I N G S S A N
Page 3 and 4: Table of Contents Research Papers A
Page 5 and 6: RESEARCH PAPERS 5
Page 7 and 8: campus public relations agency. Wor
Page 9 and 10: involves researchers reviewing the
Page 11 and 12: showed generalizibility. Therefore,
Page 13 and 14: References Allen, M. J. (2004). Ass
Page 15 and 16: Table 2 Small sample of the evoluti
Page 17 and 18: Table 4 Instrument Refinement Data
Page 19 and 20: Table 5 Instrument Refinement Data
Page 21 and 22: Appendix Firm‟s Logo Client Satis
Page 23 and 24: This section addresses how you feel
Page 25 and 26: Communication Tools/Tactics Created
Page 27 and 28: Communication Skills of the Student
Page 29: Additional Comments This section al
Page 33 and 34: difference with their work, and the
Page 35 and 36: with participants lacking discretio
Page 37 and 38: advise on the best strategy, not to
Page 39 and 40: opportunities.‖ She also added th
Page 41 and 42: answering all of these questions th
Page 43 and 44: 2011). The lack of control some Mil
Page 45 and 46: References Berger, B. K., & Reber,
Page 47 and 48: Looking Back, Looking Forward: A Th
Page 49 and 50: Internet and Web would help democra
Page 51 and 52: In 2010, Smith (2010b) used Twitter
Page 53 and 54: ecently reported implications of Wi
Page 55 and 56: Internet, as well as the role of cu
Page 57 and 58: In 2011, Freberg, Graham, McGaughey
Page 59 and 60: Conclusion Figure 1 on the followin
Page 61 and 62: How can new media be used to increa
Page 63 and 64: DiStaso, M.W. (2012). Measuring pub
Page 65 and 66: Johnson, M.A. (1997). Public relati
Page 67 and 68: McKeown, C.A., & Plowman, K.D. (199
Page 69 and 70: Sweetser, K.D. (2007). Blog bias: R
Page 71 and 72: Yang, A., & Taylor, M. (2010). Rela
Page 73 and 74: effective public relations practiti
Page 75 and 76: Additionally, many public relations
Page 77 and 78: evidence has suggested that public
Page 79 and 80: As indicated in the literature revi
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This study shows several areas in w
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Table 4: Distribution Across Employ
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Table 7: Frequency of Engagement in
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Table 8: Frequency of Use of KSAs b
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In the context of the public relati
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Lazarus and Folkman (1984) proposed
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identified as educators, and who sk
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practitioners were confronted with
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Organizational factors are importan
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extend one‘s social capital; in c
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Duhachek, A. (2005). Coping: A mult
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5. Instrumental Support I tried to
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Table 2 Hierarchical Regressions Pr
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elations effects are generally long
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includes the effects of distributed
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[INSERT TABLE 3 ABOUT HERE] The Gra
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David, P., Kline, S., & Dai, Y. (20
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Table 2 Augmented Dickey-Fuller uni
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Table 6 The result of the Toda and
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Communication Excellence and Public
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organize and integrate a group of p
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agencies in the southwestern United
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One participant expressed her perce
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Dozier, D. M., Grunig, L. A., & Gru
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programs, [...] and the delineation
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Freidson, 2001; Krause, 1996). Moll
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and larger public relations departm
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Table 1 Professionalism Dimensions:
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Estimation for the initial measurem
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Figure 3: Coefficients are unstanda
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Bowen, S.A. (2007). Ethics and publ
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Krause, E. A. (1996). Death of the
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Weis, D., & Schank, M.J. (1997). To
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environments: inclusive and transfo
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Purpose How do PRSSA faculty advise
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Findings The descriptive data indic
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advisers were ethical values and or
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The recognition for long-term facul
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PEDAGOGICAL POSTERS 157
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Professional Development Assignment
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shadow a professional opened my eye
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Building Student Networking Skills:
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incentive for demonstrating great i
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Populating the E- Portfolio: Reflec
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Table 1: Management, Message Design
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Students were assigned 25 minute bl
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Some basic Google Analytics reports
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4. Some keywords generate more clic
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Do this Click on “Content,” the
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Preparing Backgrounders and Proposa
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going out to eat. But what does tha
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Teaching and Mentoring Through Soci
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prevalent in journalism students wh
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normalization was utilized as the r
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But what about the students in grou
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“How a Graduate Practicum Class H
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O How did the client feel about the
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students practice skills and educat
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References Bagglione, S. (2006) Rol
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etween client preferences, practice
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References Austin, L.L., & Toth, E.
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webinars that will be used in one o
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Assessing the State of Public Relat
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adequately prepares students for la
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eviewed articles; the other two may
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The remaining points possible were
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2012 PROCEEDINGS - Public Relations Society of America

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