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Senior Seminar in Public Relations: Ethics & Cases

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CASE STUDY ANALYSIS GUIDE PRCA 4335 Senior Seminar One purpose of this course is to provide you with opportunities and challenges to learn through a variety of cases. In doing so, you will first analyze a PR situation and then make decisions in a reasonable, professional manner. Case study analysis is important in the short run for determining the grade you will receive from this course. It is more important in the long run since much of your future success will depend on your skills in analyzing new situations and on effectively communicating your recommendations in oral and written forms. The following provides information which will help you in preparing your case studies, and in preparing for class discussions of other case study presentations. READING THE CASE - for everyone Your goal is to analyze a case as efficiently as possible. This does not mean reviewing the case once the night before, much less just skimming it before class. A case generally needs to be read at least twice. Read actively, not passively. Look for the most crucial points, the most important underlying issues. This will give your presentation a focus, and help you integrate resources and make a presentation with the proper degree of unity, coherence and emphasis. Passive reading leads to feeble analysis; active reading leads to creative, thoughtful and professional-level analysis. 1. WRITTEN ANALYSIS TYPES OF ANALYSES - for presenters Now that you have actively read the case and taken notes, you are ready to begin your analysis. There are various kinds of analyses and the following describes two. They are presented for your information and to help you develop your own case study. Your grade will be based on presenting and applying new information on particular topics relevant to your case which means that you'll want to rely on the integrative analysis, if you want better than average grades. You may find additional facts or materials used in the cases. For example, if you find a statement from an organization about an issue, which is not available in the case study in the textbook, you can analyze it. You may find analysis of your case in a scholarly journal or interview with some experts on the same or similar cases. Also, you need to apply a theory or a model from any discipline including communication, psychology, sociology, etc. Using a theory help you develop strong arguments of your analysis and suggestions. Briefly explain the theory or model and specifically apply it to the case with details. In a basic case analysis method, you analyze and define the situation, state goals/objectives, analyze strategies and tactics, and evaluate the campaign. This is a rather formulaic method which will prepare you for answering basic questions related to the situation, key players and solutions. However, you don’t necessarily follow the same format. You can integrate the case to use a different format if you want. If you synthesize the case and your analysis, you can create your own style of telling the story with your analysis. It is recommended that you provide with pertinent information beyond that given in the case to enrich and to expand the significance of one or more issues raised. By doing so, you are answering questions which require thinking beyond just the facts presented in the case study. Note that you are integrating information relevant to public relations rather than the history or explanation of the organization, etc. This adds to your classmates' understanding of the case as well as public relations, and the integration allows application beyond just this one particular case study. A possible outline could be to think in terms of Explain (what happened), Apply (PR concepts to the case) and Evaluate (how do these concepts reframe the results and possibly change approaches for the better? What would you suggest and why?). This approach allows you to get to synthesis and application which are higher order management skills you will need in the future. Sample format: 1) Situation (background): briefly summarize the situation of the case. 2) Objectives: state objectives of the campaign. You can state multiple objectives. Some of the objectives in the cases are management or marketing objectives. You need to think about what “PR” or communication objectives in your case are. Do not just copy the ones in the textbook. 3) Strategies/tactics: - Describe what have been done. What strategies/tactics did the organization use? What messages and channels were used? - Why did the organization use the strategies/tactics? Is there any theory behind them? 4) Evaluation: - Was the campaign successful? Did each strategy or tactic work well? - Do you think their strategies/tactics were appropriate? - What other PR professionals think about the case or a similar issue? - How would you make the campaign more effective? What strategy/tactics would you use? Why? What would happen with your strategies/tactics? 2. CLASS PRESENTATION You will have 10-15 minutes to present your case in class and lead Q&A for 5-10 minutes. Many students do a superior analysis of a case study only to become frustrated at not being able to package and present this analysis before a group. Yet this is an important skill you will continue to use after graduation. Communicating your ideas and opinions effectively to a group which contains indifferent and occasionally hostile individuals is a challenge. You will need to bring some questions to facilitate the discussion. 3. DISCUSSIONS - for everyone Your role during discussion is similar to that of participant in a group decision-making process whose goal is to arrive at specific solutions to problems or issues, solutions that will be acceptable. You must be forewarned that you may not find a "single best solution" but several alternatives each with merit. You are encouraged to bring in outside personal experiences and information from other sources if relevant. In your discussion – as in your case analysis – your critiques, alternatives and recommendations will be greatly strengthened if you think and talk in terms of numbers when possible. Practicing the skill of emphasizing the quantitative aspects of your analysis in support of your qualitative position is perhaps one of the more valuable skills you can develop in the case study method. -Adapted from Dr. Bourland-Davis’ 4. Format Times New Roman, Font 12, Double space Length: 5-7 pages 5. Deliverables. Case study paper: an electronic copy on Folio AND a hard copy to the instructor Presentation slides: only electronic copy on Folio Evaluation Criteria Points possible Clarity: The response/arguments/positions are offered in a clear and concise manner. The discussion/paper is well organized and logically structured. The level of language is appropriate. The paper would make immediate sense to another student or instructor who reads it. You need to synthesize or summarize situations or literatures. 25% Accuracy and completeness: The assignment is factually correct. All issues are discussed and all sub-points are clearly addressed. 30% Originality and insight: The discussion/paper clearly reflects that the student has thoughtfully engaged the subject matter, attempting to integrate related knowledge into her/his perspective on the content. Your thoughts and suggestions with reasoning is important. 30% Technical perfection: The discussion/paper uses perfect grammar, spelling, and punctuation. Also, the discussion/paper follows the direction of the assignment (e.g. the number of references). 15% Grading Criteria

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Wells Fargo Fraud Case Study Analysis

One of the most—all-time bad corporate ethics failures supernovas in modern banking

history is the Wells Fargo account fraud scandal, and it shows a major institutional failure in one

of America’s oldest banks. In September 2016, federal regulators reported that Wells Fargo

employees made up to 3.5 million accounts and credit cards of their own, without customers'

knowledge or consent, over several years. The scandal bubbled up when regulators determined

that under the pressure to meet unrealistic sales targets hardwired into Wells Fargo’s culture,

employees had opened fake accounts, transferred customers' money without their authorization,

and charged them for unwanted products and services. Wells Fargo’s reputation took a serious hit

from this crisis, and its stock price plummeted, with the helm of its ship taken over by former

CEO John Stumpf and the firing of roughly 5,300 employees. In this way, the case serves as

important lessons on how corporate culture can incentivize and enable unethical behavior and

how ethical leadership, appropriate incentive structures, and effective compliance programs in

companies, in particular in financial institutions, can go a long way in preventing such behaviors.

Additionally, it gives us insight into how crisis communication strategies should be developed

when an organization finds itself with such a reputational crisis as a result of its own systemic

failures.

Situation Analysis

That backdrop was supposed to be the very aggressive cross-selling practices, celebrated

as Wells Fargo's key competitive advantage before the scandal. Millions of unauthorized

accounts were opened by employees between 2011 and 2016 in order to meet impossible sales

quotas, according to investigations, which revealed later that the problem predates back to 2002,

thus a more systemic problem within the organization (Tayan, 2019). Branch employees faced

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extreme pressure from the bank’s ‘Eight is Great’ strategy to sell eight Wells Fargo products per

customer and were afraid of losing their jobs for not meeting ‘unrealistic’ quotas. These targets

were enforced by senior leadership and backed by a toxic, hostile, high-intensity sales culture

that included daily monitoring and threat of termination if they did not meet their numbers

(Carberry et al., 2018). This was reinforced by the organizational culture through compensation

systems that rewarded employees, first of all, according to the number of new accounts opened

and only in second place customer satisfaction and account quality. It mostly showcased how

whistleblowers who tried registering these immoral practices through internal channels were

ignored or their contracts were furthermore terminated, which has left a very bad mark on the

ethics reporting systems and compliance oversight frameworks employed by the bank. Rather

than through their own compliance systems, the scandal became public through external

channels, from where it became evident that Wells Fargo's governance structures and risk

management processes were critical failures that should have been noticed and avoided in the

broad fraud.

Communication Objectives

After the public announcement of fraud, Wells Fargo was under intense pressure to

formulate strategies to communicate with the multiple stakeholders simultaneously. In addition

to customers who were directly victimized by unauthorized accounts and fees, the bank had to

regain the trust of all customers whose confidence in the institution was severely shaken by the

disclosure of the problems. As a result, a critical priority was the ability to communicate

effectively and productively with regulators and government officials, e.g., Consumer Financial

Protection Bureau, Office of the Comptroller of Currency, Department of Justice, as the bank

was under investigation by three of these agencies. Wells Fargo needed to convince investors and

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