Building Real-World Skills through Crisis Communication Plans: Providing a Service Diverse Clients in Tampa Bay and Beyond
Dr. Mimi Perreault, Assistant Professor, Zimmerman School of Advertising and Mass Communications, University of South Florida
A bowling alley suspects their biggest threat is the drunk bowler, until a student points out the signs behind the lanes that read “flammable risk” – then the client refocuses their plan. A restaurant thinks food contamination is their biggest worry until a student points to problems with flooding in the neighborhood. In just this way, crisis plans have ripple effects in a community.
Crisis Communication gives students the opportunity to not only learn the crisis planning process but become communications professionals who consider the challenges each crisis presents. In the dynamic field of public relations hands-on experience is invaluable for building confidence and developing professional skills. Students struggle to connect face-to-face and struggle to apply in class theories and practices in real space and time. This blog post explores the benefits of this approach and how it aligns with the professional values of the Public Relations Society of America (PRSA).
The PRD at AEJMC focuses on five pillars in Professional Freedom and Responsibility: (1) free expression; (2) ethics; (3) media criticism and accountability; (4) diversity and inclusion; and (5) public service. This post focuses primarily on diversity and inclusion; and public service elements of PF&R and how these pillars engage with my Crisis Communication teaching at the University of South Florida in Tampa, Florida.
The Assignment: A Real-World Challenge
One of the most effective ways to gain professional experience is by working with real clients. I expect students to learn by doing and fail forward. To achieve this, I emphasize the importance of practical learning, specifically in our midterm assignment, working on a Crisis Communication Plan for organizations throughout the community.
Crises are never one-size-fits-all and require a human response. Therefore, the midterm assignment for the class involves creating a risk assessment and crisis communication plan based on the real-world client’s perception of risk, the student’s observations of prodromes (indicators of crisis) at that organization, and understanding of the clients’ stakeholders (audience, employees and other functional publics).
For students this process includes a proposal, presentation, deliverables, client assessment, and group check-ins. Students work alone or in teams of two to develop materials for a client in the community either selected by themselves or in some cases the professor. Each student or team interviews the client, edits the crisis plan template for their potential crisis, and the client then provides feedback during a class presentation. Students must have at least two face-to-face or virtual meetings with the client, who provides feedback on their work.
Often students pick places they are already working (for example: retail stores, on campus buildings, local businesses owned by neighbors or church members, restaurants where they work). I have also received requests through our office of university engagement to work with different local organizations or schools over the past few years.
Why Work with Real Clients?
Last year my students worked with a school to develop a crisis communication plan that focused on notifying students of a death in the student body and hurricane damage to the school building. I also had a student who worked with a local nail salon to help them think about how to prepare for a robbery or armed-disgruntled customer. Students often find themselves interacting in environments they are not accustomed to and talking to people they would not interact with otherwise. Clients state that they appreciate the one-on-one assessment but also interacting with young people. Students also gain the ability to connect with different people in the community by providing a service that many did not think they needed.
1. Practical Experience: Working with real clients allows students to apply theoretical knowledge to real-world scenarios. This hands-on experience is crucial for understanding the complexities of PR and crisis communication practices. It also helps students to develop practical skills that are essential for a successful career. It also helps the students and clients to learn new face-to-face communication skills but also think about communication as more than just social media, a website or newsletter.
2. Professionalism: Interacting with actual clients helps students develop professional communication and relationship-building skills. These interactions teach students how to manage client expectations, handle feedback, and maintain a professional demeanor. Exposure to clients with different cultures, beliefs, or event daily schedules is useful to broaden student’s and clients’ perspectives.
3. Feedback: Real clients provide valuable feedback that helps students refine their work and understand industry expectations. This feedback loop is essential for continuous improvement and professional growth.
4. Accountability: Working with clients fosters a sense of responsibility and accountability. Students must meet deadlines, deliver quality work, and manage their time effectively, all of which are critical skills in the PR industry.
5. Networking: These interactions can help students build a professional network. Establishing connections with clients and industry professionals can open doors for future opportunities and collaborations.
In addition, this assignment aligns with PRSA’s Professional Values in that it ensures that students not only gain practical skills but also uphold the highest ethical standards as shared in the PRSA code of ethics. They include:
Respect: By allowing students to preference a client and conduct interviews, the assignment respects their autonomy and encourages independent decision-making. This respect for autonomy is a cornerstone of professional ethics. It also teaches them the importance of respecting other professionals in the community.
Fairness: The assignment promotes fairness by providing a service to organizations that might not have a plan otherwise.
Excellence: The requirement for multiple client interactions and the creation of comprehensive deliverables pushes students to pursue excellence in their work. Striving for excellence is a fundamental value in PR, driving professionals to deliver their best.
Opportunity: By working with real clients and receiving feedback, students are given equal opportunities to apply their skills in a practical setting. This hands-on experience enhances their educational journey and prepares them for the professional world.
Diversity: By working with diverse clients and team members, students are encouraged to embrace racial, gender, and cultural inclusiveness. Promoting diversity enriches the learning experience and prepares students for a globalized industry.
The Long-term Impacts
This is my third institution to teach this assignment. I have worked at universities in three different states where students have done crisis communication plans for student clubs, local businesses and nonprofits. While it does provide the students with a plan they can share as part of their portfolio, it also changes the way the client thinks about their crisis capacity. The project also changes the way the community thinks of public relations and crisis communication. Through my classes more than 50 organizations have interacted with students in this class and have created plans with these organizations. In addition, many students have found clients through PRSA chapters.
This past fall, a student who took this class back in 2016 was the person in charge of crisis communication for a local electric company in the Appalachian Mountains. While his plan was for a small business when he did the assignment, he said he was able to apply many of those skills when developing a crisis communication plan for his new position after he graduated. The electric company has since used the plan for snow and ice storms, and this year used it for response to Hurricane Helene.
This approach not only prepares students for successful careers in PR but also instills the core values of respect, fairness, excellence, opportunity, and diversity. By bridging the gap between classroom learning and professional practice, students are well-equipped to navigate the dynamic world of public relations.