2010 - Public Relations Society of America

More documents

Recommendations

Info

effective company management, increased transparency of the connections between building effective public relationships with achieving organizational goals (particularly the bottom line), and trust in the organization-publics relationship all achieved through “real client” relationship instruments. (For a synopsis of organization-public relationship research published between 1985 and 2004, see Ki & Shin, 2006.) Public Relations Power, Leadership Styles, and Organizational Culture Examining leadership styles and their power/influence to enhance public relations excellence is crucial to this study. Berger and Reber (2006) define power and influence as “the ability to get things done by affecting the perceptions, attitudes, beliefs, opinions, decisions, statements, and behaviors of others” (p. 5). Drawing from this definition, the power-control perspective (Berger, 2005, 2007; Dozier & L. A. Grunig, 1992; L. A. Grunig, 1992; Plowman, 1998) suggests that leaders will set up organizational structures that merely satisfice, and beyond that make decisions based on their own interests in power/control. Although public relations practitioners with power in the dominant coalition can best influence the organization’s worldview of public relations (L. A. Grunig et al., 2002), they sometimes risk co-opting their professional voice and values (Berger, 2007; Holtzhausen, 2000, 2007; Holtzhausen & Voto, 2002), and may need to resist usual power structures (Berger & Reber, 2007; Holtzhausen, 2007; Holtzhausen & Voto, 2002) to gain additional power and influence to accomplish organizational goals (Hay & Hartel, 2000) and give voice to less powerful publics (Karlberg, 1996). Although authoritarian leadership is not conducive to excellent public relations (J. E. Grunig, 1992), relatively little research has further explored types of leadership styles that most effectively contribute to an organization’s public relations excellence. Exceptions include Aldoory and Toth (2004), who found strong preference among practitioners for transformational style combined with employment of situational (a combination of transformational and transactional) style in more turbulent times, and McCown (2005a, 2006), who found strong connections between transformational leadership style and internal public relations excellence. One emerging leadership style theory explored transformational leaders who recognized follower needs beyond transactional exchanges (Burns, 1978). Bass (1985) argued that these leaders “can move those influenced to transcend their own self-interest for the good of the group, organization, or country” (p. 15). Ultimately, “transformational leadership is closer to the prototype of leadership that people have in mind when they describe their ideal leader and is more likely to provide a role model with which subordinates want to identify” (Bass, 1990a). Yukl (2002) described behaviors that most often draw followers to such leaders, including unconventional behavior in order to accomplish a vision; willingness to self-sacrifice or risk personally for the vision; and use of persuasive or “visioning” appeals rather than authority or participative decisionmaking processes. Other charismatic leader behaviors sway follower attitudes/behaviors, such as articulating appealing vision; strongly communicating vision; communicating high expectations; expressing follower confidence; modeling behaviors consistent with vision; building organization identification; and empowering followers (p. 244). These leaders also influence followers through social identification (employing slogans, symbols, rituals, ceremonies, or storytelling), internalization, augmentation of individual and collective self-efficacy, and celebration of reaching organizational goals (Yukl, 174
2002), all of which encourage employees to develop organizational loyalty/pride (Ashforth & Mael, 1989). Employing individualized consideration (IC) strategies, transformational leaders exhibit friendly/close behavior, treat followers as equals, and offer support/encouragement according to followers’ individual needs (Bass, 1985). Leaders using IC draw from compassionate, ethical value systems that include other-oriented end goals and high need sensitivity (Musser & Orke, 1992) to empower followers (Musser, 1997). Further research linked transformational leadership’s with a wide range of IC outcomes (Berson & Avolio, 2004; Kark, Shamir, & Chen, 2003; Piccolo & Colquitt, 2006; Pillai & Williams, 2004; Rafferty & Griffin, 2006; Seltzer & Bass, 1990; Walumbwa & Lawler, 2003, Walumbwa et al., 2004). The tenets of another leadership style, principle-centered (Covey, 1992), align closely with this study’s purpose, despite limited scholarship in this area. Heightening attention to the importance of ethics, character, and principles in organizational leadership, Covey identified characteristics of principle-centered leaders, among them being service-oriented (seeing life as a “mission”), radiating positive energy, believing in the potential/good in other people, being adventuresome, and exercising physical, mental, emotional, and spiritual self-renewal (pp. 33-39). Covey saw employee empowerment and trust as critical for creating principle-centered workplaces, suggesting that these keys enable employees to meet expectations “without being reminded” because leaders have “built an emotional bank account with them” (p. 155). Relatedly, servant leadership style involves leaders “serving” their followers, not “because of the need to assuage an unusual power drive or to acquire material possessions. . . . [but to] make sure that other people’s highest priority needs are being served” (Greenleaf, 1998, pp. 18-19). In corporations, the primary purpose of a business should be to create a positive impact on its employees and the greater community; servant-leadership brings together service and meaning in the workplace (Greenleaf, 1977, 1978). DePree (1989) noted that servant-leaders employ participative management, creating “covenantal relationships” with employees and elevating workplace “redemption” above profit (DePree in Lee & Zemke, 1995, pp. 101-102). DePree (1992) also promoted 12 keys to successful servant-leadership: integrity, vulnerability, discernment, awareness of the human spirit, relational courage, sense of humor, intellectual energy/curiosity, respect for future/regard for present/understanding of past, predictability, breadth, comfort with ambiguity, and presence. In addition, Spears (1998) summarized servant leadership traits including listening; empathy; healing; persuasion through convincing/consensus rather than coercion; awareness of self, others, and environment; conceptualization (dreaming dreams); foresight (understanding past/present/future); stewardship (commitment to serving needs of others first); commitment to the growth of people; and building community among employees (pp. 4- 7). Recently, Fry’s (2003) spiritual leadership model (similar to servant-leadership) incorporated vision, hope/faith, and altruistic love; theories of workplace spirituality; and spiritual survival. Spiritual leadership creates vision and value congruence across the strategic, empowered team, and individual levels, and, ultimately, fosters higher levels of organizational commitment and productivity. Finally, focusing on the shared root construct of transformational, charismatic, principled, and servant leadership styles (Avolio & Gardner, 2005), Luthans and Avolio 175
Page 1 and 2:
2 0 1 0 P R O C E E D I N G S W A S
Page 3 and 4:
TABLE OF CONTENTS Research Papers _
Page 5 and 6:
Public Relations Leadership through
Page 7 and 8:
Millennial Students Relationship wi
Page 9 and 10:
elationship approach to PR provides
Page 11 and 12:
social media marketing is effective
Page 13 and 14:
students who noted they were 17 or
Page 15 and 16:
discussed previously, Millennial st
Page 17 and 18:
strongly committed to maintaining a
Page 19 and 20:
gender (male/female) and each of th
Page 21 and 22:
social media. One focus of the arti
Page 23 and 24:
Shah, A. (2007, June 18). Social me
Page 25 and 26:
Appendix B Table 2 Differences Betw
Page 27 and 28:
Appendix D Table 4 Differences Betw
Page 29 and 30:
Appendix F Table 6 Pearson Correlat
Page 31 and 32:
Mentoring 2.0: How PR Educators Use
Page 33 and 34:
Despite this, however, studies have
Page 35 and 36:
Sometimes using Facebook to IM is a
Page 37 and 38:
Investing time. As with any relatio
Page 39 and 40:
pursuing chosen fields. For public
Page 41 and 42:
Tam, S. Y., Dozier, D. M., Lauzen,
Page 43 and 44:
While favor towards nuclear energy
Page 45 and 46:
frames present new considerations w
Page 47 and 48:
Procedural -Licensing and applicati
Page 49 and 50:
“Shoreham Board Begins a Hunt for
Page 51 and 52:
While the story element “positive
Page 53 and 54:
Gamson, W. & Lasch, K. (1983). The
Page 55 and 56:
Reputation Matters: Impact of Organ
Page 57 and 58:
leadership had at hand a number of
Page 59 and 60:
and 65+ (15.4%). More than half wer
Page 61 and 62:
evealed significant differences for
Page 63 and 64:
will be rewarded in the marketplace
Page 65 and 66:
Investigating Multiplier Effects of
Page 67 and 68:
RQ1: Do PR practitioners and busine
Page 69 and 70:
accepting information they receive
Page 71 and 72:
still smacks of news. News coverage
Page 73 and 74:
Even when testimonials do not withs
Page 75 and 76:
viewed to some degree as a valuable
Page 77 and 78:
Perceptions of Product Blogs in Tai
Page 79 and 80:
Uses and gratifications theory has
Page 81 and 82:
Thus the degree to which blog reade
Page 83 and 84:
hours). Blog reading was dwarfed by
Page 85 and 86:
Effects of Language on Responses Ba
Page 87 and 88:
esponse (M = 4.13). For online acti
Page 89 and 90:
5-item Index 4.41(1.030) 3.80(1.033
Page 91 and 92:
ecommendations were more objective
Page 93 and 94:
Choney, B. (2009, September 29). Mi
Page 95 and 96:
Lenhart, A., Purecell, K., Smith, A
Page 97 and 98:
elational trust. Journal of Public
Page 99 and 100:
challenge will be to persuade survi
Page 101 and 102:
of Avian Flu. It is important to no
Page 103 and 104:
with an arousing stimulus or messag
Page 105 and 106:
Chen, N. (2009). Institutionalizing
Page 107 and 108:
Excellence in an Activist Organizat
Page 109 and 110:
public relations functions or tacti
Page 111 and 112:
Data Collection Documents. In an ef
Page 113 and 114:
Research. A key area of CTFK’s we
Page 115 and 116:
Engaging individuals. Many times ac
Page 117 and 118:
Washington, DC, and Puerto Rico; ge
Page 119 and 120:
Murphy, P. & Dee, J. (1996) Reconci
Page 121 and 122:
of Educational Progress (NAEP), 80%
Page 123 and 124: school assessment, and that the pro
Page 125 and 126: Both the paper and Web-based survey
Page 127 and 128: student was admitted to their acade
Page 129 and 130: Problems with the measures: Here, s
Page 131 and 132: Patterns in the open-ended response
Page 133 and 134: Trends evident in K-12 education, t
Page 135 and 136: Another 15% of respondents (n = 8)
Page 137 and 138: Table 1 Respondents’ Perceptions
Page 139 and 140: Table 4 Frequencies of Listed Writi
Page 141 and 142: Hansen, R.S. (1993). Clear, concise
Page 143 and 144: so, this study follows up on recent
Page 145 and 146: 2009). In BMCC context, in addition
Page 147 and 148: --------------------------------- I
Page 149 and 150: social media is not crisis communic
Page 151 and 152: and uses and gratifications theorie
Page 153 and 154: Hennig-Thurau, T., Gwinner, K. P.,
Page 155 and 156: Table 1 BMCC Model Propositions (__
Page 157 and 158: FIGURE 1 BMM Model (_____ & _____,
Page 159 and 160: practitioners and scholars argue fo
Page 161 and 162: Several studies, however, suggest t
Page 163 and 164: factors that impact the development
Page 165 and 166: perceptions of administrative suppo
Page 167 and 168: (2009) reminds us that the limitati
Page 169 and 170: 412-414. Gonzalez-Herrero, A., & Ru
Page 171 and 172: Intersections and Overlaps: Buildin
Page 173: elations excellence, relationship-b
Page 177 and 178: Conley and Wagner-Marsh (1998) prop
Page 179 and 180: passion, caring for people.” Note
Page 181 and 182: done.” Accommodations such as fle
Page 183 and 184: organizational commitment and loyal
Page 185 and 186: Founder/Leader Faith & Vision Authe
Page 187 and 188: Practical implications This study a
Page 189 and 190: public relations (pp. 3-22). Mahwah
Page 191 and 192: Grunig, L. A. (1992). Power in the
Page 193 and 194: presented to the annual conference
Page 195 and 196: Prioritizing Stakeholders for Publi
Page 197 and 198: developed by Grunig and Hunt (1984)
Page 199 and 200: expectant stakeholders possess two
Page 201 and 202: each other” (p. 125). Examples of
Page 203 and 204: Priority publics are those whose pa
Page 205 and 206: Collection of data triangulated (Yi
Page 207 and 208: Diffused Linkage. A diffused stakeh
Page 209 and 210: Envirocare take it. They are also m
Page 211 and 212: Dunham, L., Freeman, R. E., & Liedt
Page 213 and 214: PEDAGOGICAL POSTERS 213
Page 215 and 216: seem to be context-dependent (Lauri
Page 217 and 218: Shapiro, A. (2003). Case Studies in
Page 219 and 220: Argument #2: stories are for childr
Page 221 and 222: Physiology “…your mind was evol
Page 223 and 224: Conclusion In the movie, Indiana Jo
Page 225 and 226:
Pitching on your Feet: Using a Mock
Page 227 and 228:
speaker(s) are available after the
Page 229 and 230:
college’s connection to the commu
Page 231 and 232:
“I felt the class built upon our
Page 233 and 234:
community. Many participants have c
Page 235 and 236:
posting content to the Internet, bu
Page 237 and 238:
What’s All The Hype About Skype?
Page 239 and 240:
In between the times the class meet
Page 241 and 242:
Best Practices in Public Relations:
Page 243 and 244:
Assignment Structure Client Selecti
Page 245 and 246:
Conclusion Integrating real-world c
Page 247 and 248:
equires true fluency in the host co
Page 249 and 250:
living in London. Because visa and
Page 251 and 252:
Using the Case Study approach to an
Page 253 and 254:
tier responders hadn’t participat
Page 255 and 256:
Harnessing the Web for Teaching Wri
Page 257 and 258:
these tools and platforms. With wri
Page 259 and 260:
article 2. 259
Page 261 and 262:
Experimental methods may be better
Page 263 and 264:
The third hypothesis asked whether
Page 265 and 266:
Crisis in the Classroom: A cross-de
Page 267 and 268:
prepare and do the research. I prov
Page 269 and 270:
• September 2009 - More students
Page 271 and 272:
Public Relations Leadership Through
Page 273 and 274:
from using it multiple times a day
Page 275 and 276:
Kent, M. (2010). Directions in soci
Page 277 and 278:
Professor Clare Morgan at Oxford no
Page 279 and 280:
evenings at home working on his poe
Page 281 and 282:
Another strategy for the students w
Page 283 and 284:
Media list and crisis media list So
Page 285 and 286:
understand that knowledge of the cl
Page 287 and 288:
If creating separate teams for one
Page 289 and 290:
Integrating ethics into the undergr
Page 291 and 292:
Three-step approach The present aut
Page 293:
Putting Theory, Research and Strate
show all

2010 - Public Relations Society of America

Create successful ePaper yourself

Delete template?

Save as template?