social media strategies syllabus 2015 - uw-green bay site/internet_broadcast/sms...badoo! xing!...

| A p p l y i n g t i m e l e s s w i s d o m t o m o d e r n c o m m u n i c a t i o n c h a l l e n g e s

1

Pre-‐Class Check List

r Sign up for Dr. So What’s tips at www.DrSoWhat.com (you will

receive e-‐mailed tips about effective communication and leadership behaviors). Note: For security reasons, you will have to go through a few small “gyrations” to sign up.

r Sign up for Dr. So What’s tweets @DrSoWhat (If you follow Twitter)

r Review the syllabus on the following pages. If you are up to the challenge, then proceed to the next item.

r Purchase the textbooks for the course.

r Construct a “Name Placard” to display on the first day of class. It should highlight 3 or your strengths and 3 areas for improvement. Virtual candies distributed for creativity and an indication of your Myers-‐Briggs score (see www.uwgb.edu/clampitp click on “advice”).

r Craft an instruction manual describing your personal “operating instructions” (Consult Prof. C’s website for examples www.uwgb.edu/clampitp click on “advice” or click on “guides” at http://www.drsowhat.com/).


2

John and Dorothy Blair Social Media Strategies Course* COMM 477 (10818)

Instructor: Phillip G. Clampitt, Ph.D., Blair Endowed Professor of Communication Office: MAC C336 Hours: TTh 10:45-‐11:30, T 3:30 – 4:45 and by appointment Phone: 465-‐2324 E-‐mail: [email protected] Website: www.uwgb.edu/clampitp; www.DrSoWhat.com Twitter: @DrSoWhat

Course Overview: This course provides an overview of social media strategies. It will focus on the interconnections between: 1) historical ideas about strategy, 2) geometric principles and 3) contemporary research on social media. Particular emphasis is placed on evaluating and creating social strategies for various objectives.

The course revolves around three major projects: In project 1 your team will be asked to become experts on two SM alternatives by investigating the SM and evaluating. it In project 2 you and your team will isolate key SM variables and ruminate on the dynamics of SM systems. In project 3 the team will select two organizations in related fields and compare their SM strategy. Then your team will repair the strategy of the organization deemed least effective. Each project is designed to bring you one step closer to becoming an effective SM strategist.

Invesagate & Evaluate SM Alternaaves

Isolate & Ruminate on SM Variables

Compare & Repair SM Strategies


3

Textbooks: • Renegades Write the Rules by Amy Martin (M) • The Social Media Strategist by Christopher Barger (B) • Current articles on social media

Note: We use textbooks as a launching pad for deeper discussions of critical concepts. Our lectures, discussions, and projects are designed to build on this conceptual foundation. Therefore, we will not lecture per se on the books but we will expect students to understand the basic concepts from the readings.

Course Objectives: Students will learn about the history of strategy, contemporary research on social media, and how to craft social media strategies. As a result, students will be able to:

• Identify the characteristics of effective and ineffective strategies • Assess the effectiveness of social media strategies • Construct a social strategy for communicating with the various audiences and objectives • Develop tactics to implement the social media strategy • Evaluate social media strategies

Course Policies:

Attendance -‐ the very nature of this class requires attendance. Inevitably, unforeseen emergencies arise that necessitate missing a scheduled class. In order to avoid penalizing any student who must, for some reason, be absent, the following policy exists:

Students are held responsible for information covered in the session missed. Notes should be obtained from fellow classmates, not the professor. Excessive absences (more than 3) will result in a course grade reduction. If your involvement in university-‐sponsored activities requires that you miss certain class periods, then you must provide the professor with a written calendar of the days you will miss.

Plagiarism -‐ all work should be the product of the student's individual effort.

Written work -‐ all daily work and major papers should be typed and conform to the UWGB writing policy guidelines. This is one mark of professionalism.

Extra credit -‐ we do not assign and will not grade extra credit.


4

Grading: Your class grade is based on the following components: Item % Description

● Case 1 15% Oral presentation and written report



● Test 1 15% Multiple choice over textbooks

● Final Exam 15% Take home written Final

Grading Scale: All grading will be done on a "0 -‐ 100%" scale which translates into the following letter grades:

A: 92% + C: 72 -‐78%

AB: 89 -‐ 91% CD: 69 -‐ 71%

B: 82 -‐ 88% D: 60 -‐ 69%

BC: 79 -‐81% F: Below 59%

Communication: One of the most important skills students learn at the university is how to effectively communicate with busy people. One key communication principle is to "select your communication channels based on your purpose and the attributes of the message." Therefore, we will use a variety of methods to communicate during the semester including:

Email: I check email ([email protected]) on a regular basis and should respond within 24 hours of your question. If not, then assume the message was lost in cyber heaven and re-‐send. This is my preferred method of communication for most “lean” items. Walk-‐and-‐Talks (aka elevator talks but I don’t use elevators): Some issues can be discussed or resolved in short bursts of conversations during a walk between classes. Feel free to catch me at those times. Phone: If we need to have a richer communication forum, then a phone call would be advisable. Please email me the times you are available and I’ll give you call. Office Visits: I will always be available to discuss the right issues (e.g. rich issues involving confidential concerns, complex issues, personal advice, etc.) in the face-‐to-‐face channel. Please use email to set up a time.


5

Tentative Schedule

Week Major Activities*

1 • Read Renegades Write the Rules by Amy Martin • Select Groups

2 • Read The Social Media Strategist by Christopher Barger

3 • Read The Social Media Strategist by Christopher Barger

4 • Exam 1: MC over Martin and Barger (September 29)

5 • Group Project Presentations (Assignment 1)


7

8



11

12



Dec. 14 noon • Final Take Home Exam Due

*Note: “Neural pathway enhancing” lectures and scintillating exercises will be conducted on all class days other than those designated for exams and group presentations.


6

Assignment 1 “Investigate and Evaluate” SM

Purpose: Investigate and evaluate two social media alternatives. Rationale: Most SM users have little understanding of the underlying dynamics at work when they choose to use a particular SM. A SM strategist should understand these dynamics and help others weigh the relative costs/benefits of their choices. Major Activities: 1. Select one SM alternative from the list below. Consult with Dr. So What on the second

alternative.

SM “Big Boys” SM Niche Players

Facebook Twitter LinkedIn Pinterest Snapchat YouTube Instagram Vine

Multiply MyLife Ning Café Mom Orkut Tagged Bebo Waze

Live Journal Deviant Art Google Plus+ VK flickr Foursquare Tumblr MySpace

Digg Xanga Badoo Xing Biznik Friendstr Meetup Yelp

2. Become our resident expert on your two SM alternatives. At a minimum, your expertise

should allow you to answer the following questions: a. What are the origins of the SM? b. How does the SM provider make money? c. How does the communication process work? How does it differ from traditional

communication tools? (Hint: your schematics from Project 1 should help) d. How is the SM primarily being used today? What are the typical usage patterns? e. Who are the primary users? Why? How do they use the SM?

3. Describe the potential benefits and costs for various users (e.g., types of individuals and organizations).

4. Develop an illustrated list of effective/ineffective uses of each SM alternative. Provide the rationale for your lists.

5. Craft a tool to evaluate whether an organization is making effective use of the SM alternative. Justify your criteria.


7

6. Craft a “sexy” infographic for each SM that summarizes key facts and your insights.

7. Summarize your thoughts with a ML (Most Like) + -‐ Analysis and demonstrate how it might be used in discussing a social media strategy in an organization

Requirements: • Professional group presentation (15 -‐20 minutes) and cross examination (5 – 10

minutes) • Written report (due 1 week after oral presentation)

Evaluation:

• Synthesis of key ideas – Does the report synthesize key insights from personal experience, research, and class principles?

• Utility of insights – Can the ideas in the report be applied to real-‐world problems? • Depth of analysis – Does the report indicate the team has thought deeply about the

issues? Have certain ideas been eliminated or honed through discussion? • Quality of insights and rationale – Does the report go beyond the standard

recommendations advocated by self-‐ordained “SM gurus”? • Professional style -‐ Does the report and presentation adhere to professional standards

(e.g., well organized, one voice, proper design, well written, proper citations & appendices)?


8

Assignment 2 “Isolate and Ruminate” on SM

Purpose: Isolate key social media variables and ruminate on the implications. Use the variables to highlight the underlying dynamics of three communication channels. Use Assignment 1 as a springboard for a deeper investigation and evaluation of two SM alternatives. Rationale: Using a limited set of variables (e.g., geometric shapes) forces you to develop a deep understanding of the underlying dynamics of any system. It also helps you identify the potential choke points in the systems, constraints of the systems, and the new possibilities of the system. Major Activities: 1. Select 1 communication channel from each column below. (You can use the same SM as you

did for assignment 1)

Traditional Channels SM Big Boys SM Niche Players

Lecture Teleconference Videoconference Newspaper E-‐mail

Facebook Twitter LinkedIn Pinterest Snapchat YouTube Instagram Vine YouTube

Multiply MyLife Ning Café Mom Orkut Tagged Bebo Meetme Waze

Live Journal Deviant Art Google Plus+ VK Meetup Foursquare Tumblr MySpace Yelp

Digg Xanga Badoo Xing Biznik Friendstr Meetup Flickr

2. Develop a diagram or schematic of how each of your 3 channels function based on 3 geometric shapes. Think of this as diagraming a football play. (Note: You must use the same basic shapes for all three channels. You may, however, decide NOT to use a particular shape for a specific channel.) Each shape and variation is meant to symbolize some important feature of the channel. Here are the basic shapes and variations on the shape that we are all working with: Basic Shapes è Circle Line X – Factor (Your choice) Variation A Size Length ??? Variation B Transparency Arrow ??? Variation C Color Thickness ???? Variation D ??? ??? ??? Variation E ??? ??? ???


9

3. Provide a rationale for each shape/variation (e.g., Why is this attribute an essential feature that needs to be highlighted? What attributes of the channel did you NOT choose to highlight? Why? )

4. Use your diagrams to answer the following questions: a. What are the critical differences between the different channels? b. What potential barriers or bottlenecks do the schematics imply? c. What communicative tasks are best (poorly) suited to this channel? d. How could you judge the effectiveness of communicators who use the channels? e. What types of usage patterns are most likely to emerge in this channel?

Requirements:

• Professional group presentation (15 -‐ 20 minutes) and cross examination (5 -‐ 10 minutes)

• Written report (due 1 week after oral presentation) Evaluation: I will be looking for the following:

• Synthesis of key ideas – Does the report synthesize key insights from personal experience, research, and class readings?






10

Protocol & Evaluaaon

Tool

Text Books

Lectures Personal Experiences

Personal Research

Assignment 3 “Compare and Repair” SM

Purpose: Compare how two organizations in related fields (e.g.. UWGB vs. UW-‐Oshkosh) make use of SM. Repair the organization’s SM strategy that you deemed least effective. Rationale: SM strategists should have a clear understanding of how to evaluate an organization’s use of SM and know how to take corrective action. Developing your own protocol and evaluation tool to assess the effectiveness of SM can help you establish a solid reputation as a SM “guru.” Major Activities: 1. Select two organizations in a related field.

2. Gather information about how each organization makes use of SM. At a minimum, answer

the following questions: a. What SM do the organizations use? b. What are the goals of their SM strategies? c. What messages/images are typically

communicated in their SM? d. How do the organizations evaluate the

effectiveness of their SM strategies? e. How do the organizations SM relate to

other communications?

3. Craft a protocol and evaluation tool to assess the effectiveness of any SM strategy.

4. Use your protocol and evaluation tool to assess the effectiveness of the two organization’s SM strategies.

5. Provide a “repair” or correction plan for the organization with the least effective SM strategy. Assume you would present the plan and rationale to the senior leadership team of the organization. (Note: Most leadership teams would not be satisfied with merely matching the “competitors” strategy.)


11

Requirements:

• Professional group presentation (20 -‐25 minutes) and cross examination (5 – 10 minutes)

• Written report (due 1 week after oral presentation) Evaluation: I will be looking for the following:

• Synthesis of key ideas – Does the report synthesize key insights from personal experience, research, and class principles?






12

Seven Questions to Guide Your Thinking

Questions Explanation

Have I relied on reasonable evidence to reach my conclusions? Provide evidence for your claims.

Have I properly identified the implications of the facts, ideas or situation? (So what?)

Discuss the implications of your facts, ideas and situation.

Have I made reasonable assumptions?

Identify the premises underlying your notions.

Have I properly identified the pattern(s)? Identify underlying trends.

Have I properly defined effectiveness? Decide how you will measure success.

Have I considered all the logical alternatives and selected the proper course of action?

Describe the alternatives and actions you can take. Justify your choices.

Have I considered the ethical impact of my decisions?

Determine whether your actions are morally sound.

See www.DrSoWhat.com for further explanation. These questions should guide your decision-‐making while writing your paper.


13

Prof. C’s Instruction Manual Almost every new product you buy has an instruction manual. Why doesn’t someone issue a similar manual for the people we work with most frequently? In an attempt to bridge the gap, I’ve constructed a manual of tips for working with me.

Characteristics So What? I’m a thinker. (“T” on the Myers-Briggs scale)

• I like to hear both sides of an issue before making a decision. • Link your rationale to enduring principles.

I’m an innovator. (“P” on the Myers-Briggs scale).

• Show me new ideas based on sound principles. • Expand on pre-existing ideas and avoid repeating exactly what I say

in a lecture or article.

I focus on the big picture. (“N” on the Myers-Briggs scale)

• Talk to me about strategy and then discuss your tactics. • Show me the links between your main points or ideas (e.g. illustrations,

diagrams etc.). • Occasionally I get impatient with too many details.

I’m a former debater. • Show me a clear organizational structure. • Give me evidence to back up your claims. • Don’t assume that because I make a counterargument that I disagree

with you. • Don’t assume that if I push you to defend your ideas, I disagree with

them.

I read a lot. • Be ready to answer questions about links to current events and ideas (e.g. Business Week, Wall Street Journal, Fortune, Forbes, Harvard Business Review).

• I appreciate well-written papers and clever phrases.

I have some introvert characteristics.

• Give me some time to get to know you. • Sometimes I may seem standoffish but that will disappear in time.

I’m busy. • Come prepared to meetings. • Focus your communication on high-value items. • If the matter can be handled through lean channels, then use them. • E-mail is often the best way to make initial contact with me or give

me project updates. • Don’t assume that time constraints mean I’m uninterested.

I like to have fun and be challenged.

• Sometimes I’ll spontaneously veer off-track, for a moment, in a lecture.

• I get bored quickly. • I’ll often “joke around” with people.


14

Special Note on Early Supporters of This Course

This course would not be possible without the background research provided by several proud UWGB graduates (Hannah Johnson, Jena Richter, and Logan Hendricks). The course is dedicated to John and Dorothy Blair for their generous support of the UWGB Communication Department over the years. If he were with us today, he would have been one of first to recognize the possibilities of social media.

John Blair

John Blair was a Chicago native and graduate of UW-‐Madison. An early pioneer in the field of communication, John Blair began his career in newspaper advertising sales, and later became an agency executive. Using money from his life insurance policy, in 1935, John Blair founded John Blair & Company – a radio advertising company that was one of the first of its kind. Throughout the growth of John Blair & Company, certain revolutionary practices were developed, such as the selling of spot television advertising. Eventually, John Blair and company came to own 120 TV stations, 196 radio stations, and had additional affairs in printing and mailing business segments.

John Blair and his wife, Dorothy, were strong supporters of UWGB even in its earliest days, and received the Chancellor’s award of merit in 1972. In 2003, Dorothy visited UWGB and was impressed by the rigor and commitment to excellence in the Communication Department. As a way to memorialize and pay tribute to her husband’s numerous contributions to the radio and television advertising business, Dorothy donated a substantial amount of money to UWGB in order create the John Blair Endowed Chair of Communication, the first endowed professorship of its kind. Photographs of John and Dorothy are not readily available but in MAC Hall there is a painting of John Blair in the hallway above the entrance to the tunnel between MAC Hall and the University Union. John Blair passed away in 1983, and his wife Dorothy followed in 2008.


15

Communication

“Shaping minds to master tomorrow's communication challenges”

OUR COMMITMENT The faculty is committed to shaping minds to master tomorrow’s communication challenges in the fields of Journalism, Mass Media, Organizational Communication, Public Relations, and Health Communication (forthcoming). We emphasize the practical application of communication principles, theories, and strategies to resolve real-‐world communication challenges. In fact, 100% of our faculty members have industry experience serving as practitioners, consultants, or advisors. OUR EXPECTATIONS We expect every student to be committed to continuous improvement, collaboration, and professionalism. This means respectfully responding to personal feedback. Our expectation is that students use the feedback to elevate their skills, thinking, and expertise. Likewise, we expect our graduates to excel in collaborating with others to complete a project. Why? Most organizations resolve complex challenges with teams of experts. We want our students to excel at this vital task. Finally, we expect all our students to behave in a professional manner. See the next page for details. OUR PROGRAM

Our applied communication program “stair-‐steps” young professionals to excellence in their area of expertise (Journalism, Mass Media, Organizational Communication, Public Relations, and Health Communication (forthcoming)). Step one builds students’ basic oral, written, visual, and research skills (e.g. COMM 100 – 200 classes). Step two develops students’ professional expertise in their area of emphasis or emphases (e.g. COMM 300 classes). The final step provides capstone experiences designed around learning to embrace complex communication challenges that integrate students’ skills, professional expertise, and critical thinking abilities (e.g. COMM 400s). In short, our program is fun, challenging, and often life changing.

@ UWGBCOMM UWGB Comm Grads UW-‐Green Bay Communication Department


16

How Professionals Behave Our best graduates realize their personal reputations are enhanced -‐-‐ or diminished -‐-‐ by their everyday interactions with faculty and fellow students. In short, they show respect for everyone by: Keeping commitments. For instance, if you set a meeting time with a faculty member, then be there. If you have to break the commitment, then let the person know ASAP. Showing regard for other people’s time. This means that all group meetings and most one-on-one meetings should have an agenda. Using the proper form of address in e-mails, text, and classroom. It is best to avoid starting e-mails with “hey” or other unprofessional greetings. No greeting at all is also unprofessional. Most professors prefer a more formal address such as, “Dear Professor X” or “Dr. Y.” Using the proper channels. Many simple requests for information can be handled via lean channels such as e-mail. Reserve face-to-face discussions (a rich channel) for more complex and nuanced issues such as career advice, concept clarification, personal development, and group conflicts. Taking the initiative. Read your e-mails and follow directions. Do not expect professors to fill out forms or walk you through application procedures that have been clearly explained in professional communication (read your e-mails) or available on our Communication website. Citing your sources. Professionals do not duplicate others’ work or thoughts without attributions. In fact, we’ve asked repeat offenders of this guideline to leave our program. Learning, laughing, and moving on. Professionals learn from their inevitable mistakes, reveling in the joys of continuous improvement, but always moving forward.

Embrace Complex Challenges COMM 400s

Develop Your Professional Experase

COMM 300s

Build Your Skills Comm 100s -‐200s

* Oral *Research *Wriven *Visual

social media strategies syllabus 2015 - uw-green bay site/internet_broadcast/sms...badoo! xing!...

Documents