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An Assessment of the Effectiveness of a Corporate Website/Social Media Effort to Inform and Recruit Job Applicants
No full textThe purpose of this study is to specifically look into one businesses website and online efforts to engage potential new hires in providing them with valuable company information. The research questions focused on how effective the company’s online advertisements were, as well as the interaction and involvement of the online advertisements. The researcher of this study utilized communication theories based on Todd Gitlin’s media torrent theory of oversaturation and Joseph Walther’s social information processing theory to conduct research. To conduct the research a survey was given to 20 prospective job seekers and five face-to-face interviews were conducted. The participation in the survey was anonymous and no tracking information was kept. The interviewees that participated in the interview were current employees that were only asked about their application process and the role that social media played in their online job search. The study concludes that most of the prospective job seekers and current employees find social media platforms to be an easy way to find open positions because these online advertisements direct the applicant to the company website for further information. However, many employees also preferred to learn about the company face-toface, rather than online
Ethical Crisis Communication on Social Media: Combining Situational Crisis Communication Theory, Stakeholder Theory, and Kant\u27s Categorical Imperatives
No full textThis guide was created to serve as a tool for crisis communications to assist in crafting ethical responses to crises using social media as the primary communications channel. The guide combines Stakeholder Theory (Freeman, 1984)—a management theory that focuses on the importance of different groups of people, not just shareholders—with Situational Crisis Communication (Coombs, 2007). The guide also adheres to two of Kant’s Categorical Imperatives as the ethical basis and marker. To create the guide, the author relied on archival, or documentary, research to provide the background information and theory to inform the creation of the guide. The guide is broken up into four parts—an overview of crisis communication, precrisis planning, active crisis communication, and post-crisis communication/reputation rebuilding. The guide is meant to be used as a tool, and is not an exhaustive how-to for handling a crisis
Chasing Yes!
No full textPeople do not begin their lives with the necessary language skills to assign meaning to words (Piaget, 2009). People assign meaning through experiences and culture to the words that they use (Whorf, 1956). Specifically for the purpose of this project, the meaning assigned to the word no is developed through experiences and interactions with others. This meaning can influence an individual’s ability to experience positive goal obtainment. This project focused on creating a curriculum called Chasing “Yes!” using communication theories in semiotics, social interactionism, and cognitive dissonance (Whorf, 1956, Mead, 1913, Blumer, 1969, Festinger, 1957). Chasing “Yes!” is a goal setting process designed to teach an individual how to shift the negative meaning often associated with the word no in order to create positive change in her/his life. The process is made up of five steps, 1) Let go of the past, 2) Define yourself, 3) Define no, 4) Re-define no, and 5) Chase yes. Each of these steps has a theoretical basis to teach a person how to create viable change. The curriculum is designed to be taught in the form of a three-hour long workshop with individual and group activities designed for each step in the process
Creating A Customer Centric Organization
No full textThe objective of this research project is to demonstrate how organizations, and their employees, may benefit from following a customer centric business model to include having a better understanding of the organizational goals and roles of employees. The study is built on the philosophy that organizational culture--and messages that both frame and result from that culture—plays a vital role in the daily lives of employees, which can enhance or detract from the customer experience. The research also examines the implication that poor service has on customers, employees and the organization as a whole and investigates the negative, residual effects of profit model businesses. The study explores areas where organizations can improve products and services and suggests “best practices” product development, training, and leadership. The final stage of the research project is a training manual that encapsulates the recommended “best practices,” which will be shaped and further developed based on organizational assessments and requirements of management
Meeting the Needs of a Culturally and Racially Diverse Student Body Online
No full textThe citizens of the United States contribute a rich blend that includes (but is not limited to) cultural heritage, race, gender, sexuality, and socio-economic backgrounds. Therefore, it is integral that online curriculum meets the challenge of effectively communicating with a diverse student body, as well as effectively facilitates a democratic learning environment. An online academic environment that is respectful and responsive to diverse backgrounds and perspectives is oftentimes referred to as a democratic online learning environment. Research indicates that seven components make up a democratic online learning environment and include: 1 - Culturally competent staff (Thorpe, 2002, p. 115, Ramsay, 2005, p. 18) 2 - Presence (Lehman & Coneicao, 2010, p. 11) 3 - Emotional intelligence (Gorski, 2004, p. 67, Lehman & Coneicao, 2010, p. 20, Thorpe, 2002, p. 111, Turpin, 2007, pp. 12 & 13) 4 - Communication skills (Green & Ackerman, 1995, p. 13) 5 - Understanding the obstacles to valuing difference (Allen, 2011, pp. 188 & 189) 6 - Critical thinking (Gorski, 2004, pp. 38 & 47) and 7 - A diverse and dynamic learning environment that includes problem solving (Bonk & Zhang, 2006, pp. 249 & 250, Guarasci & Cornwall, 1997, pp. 115 & 116, Thorpe, 2002, pp. 112 & 113). Constructivist communication theory and pedagogy supports the seven principles summarized above. A thesis project is included as part of this work. The project is a 35-minute training video that targets online post-secondary instructors in Washington State. The training video, A Reflection on the Influences of Perspective, provides online instructors an opportunity to reflect on how life circumstances and environment influence how actions from those who are different can impact instructor demeanor and response. The training video aims to increase self-awareness and sensitivity, in order that online instructors can more readily recognize diversity as a resource and an asset
The Salience of University Dressors in the Work for Social Justice
No full textSocial justice work is as relevant in the 21st century as it has ever been. Society abounds with inequalities in the various facets of life. In today’s society some continue to believe in the influence of universities to promote social justice work, however this work may be cast as the responsibility of those that need the change and not of those who know how to get change accomplished. The research questions for this study are: what are the institutional constraints to Dressor engagement in social justice work? How do Dressors overcome institutional constraints to social justice work? The theoretical basis for this study is Cultural Studies and the work of Stuart Hall. The data was gathered through thirteen surveys and four interviews with college/university faculty. Results indicate that various impediments to social justice work exist. Dressors carry large work loads in their teaching responsibilities, they must be able to bring up students who do not have the ability to complete work at the university level, they have the obligation to complete and publish research, and many do not have bonds with their student body or their university community because they teach only one course as part of a growing and changing adjunct teaching faculty. They find themselves bogged down by the bureaucracies universities have become. All of these factors must be dealt with before Dressors can consider how to promote social justice in their own communities. The time and energy Dressors’ need for these responsibilities is such that any interest for social justice work becomes an afterthought instead of the conduit for progress and change. Universities consider themselves successful not by the impact they make on society but on the marketability and employability of students, the size of their endowments, and the ranking of their athletic teams. Universities have the dual role of upholding the status quo and being a place where people can learn how to change power structures. University Dressors although they may be inclined to help are bound to responsibilities that make little difference to the lives of those suffering outside of the ivory tower
Impact of Viral Video on Crises & Response Strategies
No full textThe proliferation of social media has created new challenges for crisis managers. Scandals that are initiated or aggravated by viral video pose a particularly poignant threat (Chen & Lee, 2014). Situational Crisis Communication Theory (SCCT) offers useful guidelines for selecting response strategies (Coombs, 2007). However, this theory includes no specific consideration for the properties of viral video, such as expedience of dissemination or impact of images that can be particularly shocking, disturbing, or violent. This thesis examines two case studies in which viral video compelled organizational leaders to publicly address crises that threatened reputational harm or tainting of a brand. Rhetorical analyses were conducted to evaluate speeches and public comments as well as the efficacy of strategies recommended by SCCT. Theories of framing, mediums, and replication also informed these studies in regards to the relevance and influence of viral images on public perception (Carroll, 2004, McLuhan, 1964, Holland et. al, 2003, Benjamin, 1978). Results indicate that SCCT guidelines remain a useful tool for crisis managers, however, special consideration must be given to the treatment of viral videos. It is recommended that response strategies be implemented swiftly and should target the same media platforms though which the viral videos were created, shared, viewed, and otherwise disseminated
Teaching Diversity Online: Implications of Media Synchronicity on Learning Outcomes
No full textThis thesis examines the introduction of synchronous videoconferencing into a traditionally asynchronous online diversity course to determine the effectiveness of a high synchronicity medium in addressing the challenges of teaching whiteness and white privilege in online settings. Specifically, the study explores to what extent the dialogue in audio and video conferencing presents moments of self-reflection, recognition of privilege, resistance, the development of critical consciousness (Yep, 2007), and emotion or challenge (Bales, 1950). While some research describes the use of asynchronous online classrooms to teach diversity-related courses, none integrate a theory of media, or examine the use of synchronous media to achieve diversity-related learning outcomes (Akintunde, 2006, Limburg & Clark, 2006, J. L. Martin, 2013, West, 2014). This study reports the results from content analyses of four synchronous conferences using sensitizing concepts from Yep’s (2007) description of resistance and the development of critical consciousness, and Bale’s (1950) categories of socioemotional interaction. The study finds synchronous communication media are suitable for helping students engage in authentic dialogue about race and privilege, share their experiences, and unpack emotional commitments to oppressive ideologies, in a supportive environment. In addition, synchronous media engendered different types of resistance. The study found significant gender differences. Females engaged in more racial dialogue, showed more signs of critical self-reflection and the development of critical consciousness, and expressed more emotion and socioemotional interactions. Males resisted racial dialogue and showed less socioemotional interaction. Educators should not assume all media are equal when teaching diversity in online settings