Course Title: Develop and manage complex public relations campaigns

Part B: Course Detail

Teaching Period: Term1 2015

Course Code: MKTG6049C

Course Title: Develop and manage complex public relations campaigns

School: 650T Vocational Business Education

Campus: City Campus

Program: C6102 - Advanced Diploma of Business (Public Relations)

Course Contact : Sally Parrott

Course Contact Phone: +61 3 9925 5175

Course Contact Email:sally.parrott@rmit.edu.au


Name and Contact Details of All Other Relevant Staff

Alain Grossbard

alain.grossbard@rmit.edu.au

Tel: 99255522

Nominal Hours: 50

Regardless of the mode of delivery, represent a guide to the relative teaching time and student effort required to successfully achieve a particular competency/module. This may include not only scheduled classes or workplace visits but also the amount of effort required to undertake, evaluate and complete all assessment requirements, including any non-classroom activities.

Pre-requisites and Co-requisites

None

Course Description

This unit applies to individuals working in senior public relations roles who are primarily responsible for the development, implementation and evaluation of a complex public relations plan. The complexity of the campaign may be in terms of its size or duration, or the circumstances surrounding the campaign.


National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

BSBPUB502A Develop and manage complex public relations campaigns

Element:

4. Implement public relations campaign plans

Performance Criteria:

4.1. Implement and regularly monitor public relations plan
4.2. Identify, agree upon and implement any changes to the plan
4.3. Complete planning and implementation activities on time
 

Element:

1. Interpret a complex public relations campaign brief

Performance Criteria:

1.1. Identify the primary objective of a complex public relations campaign brief
1.2. Identify the campaign's messages, strategies, roles and responsibilities, resource requirements including budget and timing and evaluation measures
1.3. Identify legal and ethical constraints in relation to the brief
 

Element:

2. Identify and evaluate options for a complex public relations campaign

 

Performance Criteria:

2.1. Analyse information about the target public and their attributes, and the public relations environment
2.2. Identify and evaluate a range of options for message concepts using appropriate methods
2.3. Identify, access and select media vehicles appropriate to target the required public and the objectives of the campaign
2.4. Ensure selected media vehicles enable reach and frequency requirements to be met within budget
2.5. Consult media directories to ensure that enlisted journalists and any other personnel are the most appropriate for the campaign
2.6. Ensure selected media vehicles meet media operational requirements
2.7. Ensure selected media vehicles meet legal and ethical requirements
2.8. Identify requirements for external suppliers and engage or contract these resources where required
 

Element:

3. Prepare public relations campaign plans

 

 

Performance Criteria:

3.1. Scope, plan and document a complex public relations campaign and its approach to suit the requirements of the client
3.2. Seek quotations from suppliers for materials and evaluate against budgetary requirements or constraints
3.3. Determine and agree upon budget
3.4. Determine and agree upon timing and schedules
3.5. Identify potential sources of risk and develop and document appropriate control mechanisms
3.6. Produce plans on time
3.7. Finalise plan and ensure it complies with organisational, client, professional and legal requirements
 


Learning Outcomes


This unit describes the performance outcomes, skills and knowledge required to develop complex and potentially on-going public relations campaigns.


Details of Learning Activities

A range of learning activities are planned for this course including self-paced and collaborative classroom based activities. The self paced activities will be delivered through various technology platforms and include your contributions submissions to real life case studies, wikis, reflective journals, and interactive sessions. The collaborative classroom based activities will include group discussions, group problem solving activities and opportunities to practise your knowledge and skills in a real workplace environment. It is expected that you will participate and contribute in all scheduled learning activities. Please note: This course is co-delivered and co-assessed with MKTG 5826C Evaluate Campaign Effectiveness
 


Teaching Schedule

WeekCommencingSchedule 
19 FebruaryCourse Induction
• Course delivery and assessment details
• Course support documents
• Online learning environment – go through Blackboard shell
• Accuracy of enrolment
• Plagiarism – must have signed cover sheets on all assessments
• Appeals – take them through this process and where it is on website
• Extensions – take them through process (details on website.)
• Feedback – when they can contact you and expect a response.
• Submission requirements – how all work must be uploaded and how
• Resubmission policy – one resubmission, marked to a pass allowed
• Where to get support - Student study support details
• Student responsibilities – must check emails and bb shells weekly
Hand out assessment overview in week - What students are going to do and when Information to inform course content and delivery
216 FebruaryAdvise working groups of Work Integrated Learning Projects – Project initiation
Complex PR Campaigns Case Study 1
Assessment 1 (Activity)
323 FebruaryPR Campaign case - Project scope & terms of reference 
42 MarchFinding the best partnership model for the campaign and ways to be involved
Complex PR Campaigns Case Study 2
Assessment 1 (Activity)
59 MarchCommunity Relations, consumer relations and relations with special public
Complex PR Campaigns - Case Study No. 3
Assessment 1 (Activity)
616 MarchPR Campaign case - Project scope & terms of reference 
723 MarchDetermine financial requirements Business case - Project scope & terms of reference
Complex PR Campaigns - Case Study No. 4
Assessment 2 & 3
830 MarchMajor Assignment 
 Mid Semester Break
2 April – 8 April inclusive
 
  
913 AprilEvaluating effectiveness of PR campaigns – need and review of evaluation 
1020 AprilEvaluate creative content : planning & developmentAssessment 1 (Activity)
1127 AprilEvaluating effectiveness of PR campaigns
Case Study No.5
Assessment 1 (Activity)
124 MayEthical and Legal requirements of EvaluationAssessment 2
1311 MayPR Campaign - Project scope & terms of reference for major assignment 
1418 MayMajor Assignment in
Presentation to Clients and feedback
Assessment 3 Due
1525 MayReturn final assessment and schedule any resubmission
Presentation to Clients and feedback
 
161 JuneNo classes - resubmissions onlyReschedule resits/submission

This course is co-delivered and co-assessed with MKTG 5826C Evaulate Campaign Effectiveness
 


Learning Resources

Prescribed Texts


References


Other Resources

Nil


Overview of Assessment

Students must demonstrate an understanding of all elements of a particular competency to be deemed competent. Assessment methods have been designed to measure achievement of each competency in a flexible manner over a range of assessment tasks.

Assessment will incorporate a variety of methods including assignments, journals, presentation and written or test. Students are advised that they are likely to be asked to personally demonstrate their assessment work to their teacher to ensure that the relevant competency standards are being met.
 


Assessment Tasks

Overview

The assessment approaches for the whole course will include the context and purpose in developing and effectively managing a complex public relations campaign, including preparing campaign plan containing objectives of the campaign, a risk assessment, strategies, scheduling, budgetary and resource requirements; engaging external suppliers where appropriate; and evaluating the success of campaign.

You will need to successfully complete three tasks in this course to be deemed competent.

This course is co-delivered and co-assessed with MKTG 5826C Evaulate Campaign Effectiveness

Assessment Tasks

There will be three assessment tasks which will cover the kind of assessment (e.g. report, presentation, group work) and any instructions for conducting the assessment or any special requirements.


Overview

The assessment approaches for the whole course will include particular tasks that fir into an understanding of the context and purpose in developing and effectively managing a complex public relations campaign, including preparing campaign plan containing objectives of the campaign, a risk assessment, strategies, scheduling, budgetary and resource requirements; engaging external suppliers where appropriate; and evaluating the success of campaign.

You will need to successfully complete three tasks in this course to be deemed competent in this course.

Assessment Task/Title:

Task Assessment 1: Real life case studies of Complex Public Relations Campaigns

The first task of the three tasks will provide a set of real life case studies on complex public relations campaigns in which individual activities will look at the function, form and strategy appeals of different strategies of public relations campaigns and evaluation processes.

Students will need to read case studies, discuss and respond to the questions asked from each case study. Each case study response will be handed in at the end of the class, then assessed and returned with an indication of how competent in resolving the issue(s).

This will cover 30% of total assessment for this course.
 

Task 2 Assessment

The task is to prepare and produce a new campaign and a set of recommendations to the client for the required project, event or campaign. This activity may take place outside RMIT facilities.

The business report will be present to the client covering strategies, creative, media, budgetary and evaluation recommendations. All team members to participate in the writing and completing the business report. Documentation to support the presentation and contact reports of student team meetings will be required.

The grade for this assessment task is worth 50% of your overall grade in this course.
 

Marking Guide for task 3


The task is to pitch a new campaign and a set of recommendations to the client for the required project, event or campaign. This activity may take place outside RMIT facilities.

The pitch or presentation will be presented to the client covering strategies, creative, media, budgetary and evaluation recommendations. All team members to participate in the writing and completing the business report. Documentation to support the presentation and contact reports of student team meetings will be required.

The grade for this assessment task is worth 20% of your overall grade in this course.
 

Submission Requirements for all assessments:
Assessment tasks need to be submitted via Blackboard. A hard copy may be required as well but where possible all assessments must also be submitted electronically

Format:
Work to be saved in a word doc or .pdf and uploaded to assessment tab in your course blackboard shell by required date. Work sent by email will not be marked. Work submitted after the deadline and without one of the forms below will not be accepted or marked.

 

More detailed assessment sheets for each assessment task will be disseminated throughout the course delivery

Assessment deadline extensions:
Ensure that you submit assessments on or before the due date. If you think you might not make the due date due to special circumstances you must apply for an application of extension time BEFORE the due date:
You can apply for an extension of seven or fewer days from the original due date for submission of assignments, projects, or essays. You must lodge it no later than one working day before the original submission due date. See link below for eligibility criteria and forms.

If your performance in the assessment is affected by unexpected circumstances, you should consider applying for Special Consideration. Information on the process and application forms for extension time and special consideration can be found at: http://rmit.edu.au/browse;ID=ls0ydfokry9rz.

Always retain a copy of your assessment tasks (hard copy and soft copy).
When you submit work for assessment at RMIT University you need to use a cover sheet that includes a declaration and statement of authorship. You must complete, sign and submit a cover sheet with all work you submit for assessment, whether individual or group work. Cover sheets for submission of work is available from the Student forms website.

Resubmission
It is the student’s responsibility to check their results and complete resubmissions by deadline set (usually within 2 weeks of receiving feedback/results). Students are entitled to one re-submission per assessment. All resubmissions will be marked to competent or non-competent only, no grades will be given. All resubmissions must be received by week 16.

 


Marking Guides
Competency:

Criteria for Competency
Vocational Education and Training (VET) is based on current industry needs and the focus on preparing you for the workplace. Because VET courses are informed by practical application of knowledge and skills, they are based on a system known as ‘competency based training’ (CBT). So when you are assessed in VET it is about whether you are competent to do the job, as well as having a firm grasp on the knowledge and skills required to do that job, as opposed to traditional curriculum based education settings that are often based on knowledge retention. You need to demonstrate you are competent in all of the elements of competency you are studying – which means you will need to pass every assignment as each one addresses a different element.
The Marking Guide is designed to show you what knowledge and skills you need to demonstrate in each assessment.
The Level of Performance Grading Sheet will tell you how well you are performing (tracking at a P, C, D or HD level).

After achieving competency we then grade your performance in the unit; this gives you the opportunity to have the level of your performance formally recognized against industry standards and employability skills. Performance will be graded on the Level of Performance Grading Sheet (Template to use is at the end of this document)

You will receive one of the following grades:

CHD Competent with High Distinction
CDI Competent with Distinction
CC Competent with Credit
CAG Competency Achieved – Graded

 

 

Principles of Assessment/Rules of Evidence

Principles of assessment are required to ensure quality outcomes. Assessments should be fair, flexible, valid and reliable as follows:
a) Fairness: Fairness requires consideration of the individual candidate’s needs and characteristics, and any reasonable adjustments that need to be applied to take account of them. It requires clear communication between the assessor and the candidate to ensure that the candidate is fully informed about, understands, and is able to participate in, the assessment process, and agrees that the process is appropriate. It also includes an opportunity for the person being assessed to challenge the result of the assessment and to be reassessed if necessary.
b) Flexible: To be flexible, assessment should reflect the candidate’s needs; provide for recognition of competencies no matter how, where or when they have been acquired; draw on a range of methods appropriate to the context, competency and the candidate; and, support continuous competency development.
c) Validity: There are five major types of validity: face, content, criterion (i.e. predictive and concurrent), construct and consequential. In general, validity is concerned with the appropriateness of the inferences, use and consequences that result from the assessment. In simple terms, it is concerned with the extent to which an assessment decision about a candidate (e.g. competent/not yet competent, a grade and/or a mark), based on the evidence of performance by the candidate, is justified. It requires determining conditions that weaken the truthfulness of the decision, exploring alternative explanations for good or poor performance, and feeding them back into the assessment process to reduce errors when making inferences about competence.
Unlike reliability, validity is not simply a property of the assessment tool. As such, an assessment tool designed for a particular purpose and target group may not necessarily lead to valid interpretations of performance and assessment decisions if the tool was used for a different purpose and/or target group
d) Reliability: There are five types of reliability: internal consistency; parallel forms; split-half; inter-rater; and, intra-rater. In general, reliability is an estimate of how accurate or precise the task is as a measurement instrument. Reliability is concerned with how much error is included in the evidence.

Rules of Evidence are closely related to the principles of assessment and provide guidance on the collection of evidence to ensure that it is valid, sufficient, authentic and current as follows:
a) Validity: see Principles of assessment.
b) Sufficiency: Sufficiency relates to the quality and quantity of evidence assessed. It requires collection of enough appropriate evidence to ensure that all aspects of competency have been satisfied and that competency can be demonstrated repeatedly. Supplementary sources of evidence may be necessary. The specific evidence requirements of each unit of competency provide advice on sufficiency.
c) Authenticity: To accept evidence as authentic, an assessor must be assured that the evidence presented for assessment is the candidate’s own work.
d) Currency: Currency relates to the age of the evidence presented by candidates to demonstrate that they are still competent. Competency requires demonstration of current performance, so the evidence must be from either the present or the very recent past.
Additional Resources

RMIT Assessment policies/procedures:
http://www.rmit.edu.au/browse/Staff%2FAdministration%2FPolicies%20and%20procedures%2FAcademic%20and%20research%2FAssessment/


For more information about how to design assessments go to:

National Skills Standards Council (NSSC) – Formerly NQC
http://www.nssc.natese.gov.au/nqc_archive/nqc_publications


For more information about the principles of assessment go to:
ASQA
http://www.asqa.gov.au/

The Australian Skills Quality Authority (ASQA) is the national regulator for Australia’s vocational education and training sector.
ASQA regulates courses and training providers to ensure nationally approved quality standards are met.
The standards include quality requirements for training and assessment and can be found at the following website:
http://www.asqa.gov.au/about-asqa/national-vet-regulation/vet-quality-framework.html

(NOTE: The Users’ Guide explains the standards and gives suggestions – these documents can also be found on the Blackboard BTS LT site)

TEQSA
http://www.teqsa.gov.au/


National Register (for all Training Package/Accredited Curricula information)
http://training.gov.au/


Assessment Matrix

 Full details on how this course is assessed against the unit elements and performance criteria plus critical aspects of evidence can be found in the Learning and Assessment Tool available from your course teacher

Other Information

Nil

Course Overview: Access Course Overview