Semester Reflection

As I reflect on the wealth of knowledge I've gained this past semester, I am particularly thankful for the information learned in English 690. Throughout the semester I described this class through a variety of metaphors. It was the one class that "kept me grounded" and reminded me why I chose the MAPC program. English 690 was also "the glue" or "piece of the puzzle" that made everything come together. Other classes this semester were a little too theory heavy and often lacked a practical element. However, this was not the case with this class. English 690 perfectly combined the theoretical and practical elements of professional communication. This class also allowed me to apply the overabundance of theory I learned in other classes. During multiple readings and class discussions I often had "Ah ha!" moments. Finally, Socrates, Plato, and the like made sense! Without this class this semester, I probably would have questioned my decision to enroll in the MAPC program. I am extremely thankful for English 690, and I am looking forward to other classes like it in the program. Thanks for a great semester!

Belles for Beaus Recruitment Video... watch out Scorsese!

The following Belles for Beaus recruitment video serves as a tool to generate interest in the program and provide information for applicants. With a little more "expert" video editing, it will be ready to upload to the main website's Belles for Beaus section as well as the Facebook groups and pages.

Katz, "The Ethic of Expediency"

In most deliberative rhetoric, the focus is on expediency, on technical criteria as a means to an end. But here expediency and the resulting ethos of objectivity, logic, and narrow focus that characterize most technical writing, are taken to the extremes and applied to the mass destruction of human beings. Here, expediency is an ethical end as well (p. 197). What does expediency mean?

Katz suggests it is the ethic of expediency that enables deliberative rhetoric and gives impulse to most of our actions in technological capitalism as well, and he explores some of the implications and dangers of a rhetoric grounded exclusively in an ethic of expediency.

Katz asserts science and technology become the basis of a powerful ethical argument for carrying out any program (p. 203). Technology becomes a means and an ends in itself (p. 204). “Technological rationality” calculates the value of everything in terms of its own technical criteria and use, supplants and replaces the traditional values of the society (p. 204). Technical rationality is based on expediency.

In our culture, the danger is that technological expediency can become the only basis of happiness, can become a virtue in itself, and so subsume all ethics under it, making all ethics expedients and thus replacing them.

To some extent, technological expediency is the moral basis of many decisions/actions in our society that sometimes harm human welfare or imperil human life. Can you name any examples besides the ones mentioned in Katz's article?

In any highly bureaucratic, technological, capitalistic society, it is often the human being who must adapt to the system which has been developed to perform a specific function, and which is thus always necessarily geared toward the continuance of its own efficient operation. In a capitalistic society, technological expediency often takes precedence over human convenience, and sometimes even human life (p. 207).

When expediency becomes an end in itself or is coupled with personal or political or corporate or scientific or technological goals that are not also and ultimately rooted in humanitarian concerns, as is often the case, ethical problems arise (p. 208). Have you experienced anything like this before in your previous work experience?

Back when I was in school, we used to write with pencils and paper...

I received an e-mail today that got me thinking... when we have grandchildren, what will we tell them about our elementary school experiences? It brings me back to the oh so familiar quote played out on television, movies, etc... where a grandmother or grandfather reflects on their childhood education experiences noting, "Back when I was in school, we had to walk barefoot in the snow..." You know how the rest goes. Well, I surely didn't walk to school barefoot in the snow during my elementary school days, but I did do some things that are quickly sliding out the door as technology rushes in.

You see, back when I was a kid, we used to write with pencils and paper and chalk and chalkboards. These days, as technology changes, so are the mediums in which children are learning to communicate. Scary for some with the amount of predators, etc. out there. But enlightening for others to see how the times are changing and children are adapting to this technological era. I can't imagine what my life would have been like if the Internet or e-mail had been around when I was in elementary school.

As many of you know, I was blessed with the opportunity to spend four years as a second grade teacher. The experience is one that helped shape me into the person I am today, as well as lead me to the path that I am currently on. During my years as a teacher, I shared the wealth of technologies with my second grade students teaching them how to use PowerPoint for class projects, SmartBoards for math lessons, and Web sites for research. Technology was always a part of our lessons as well. I was amazed by the Word savviness of my students. All of my students insisted on typing their final writing drafts at the end of our writer's workshops. Many of them were already aware of all of the bells and whistles in Word and learned to use bold, italics, and fonts effectively!

That's why, when I said goodbye to my students at the end of the school year, I was never surprised when they asked for my e-mail address to be able to contact me over the summer. However, this past school year was different as my students asked for my e-mail address because they knew they would not be able to see me in person when August rolled around. One little boy (I'll call him "B"), who is a story all in himself, recently e-mailed me and reminded me of the impact that teaching had on my life, as well as the impact I had on the life of my students. It is something that I will never forget, and I will always look back on as one of my greatest life experiences.

Here is his e-mail:

Hello! Ms.Williams,

I like third grade. Mrs.Streeter is my teacher.I got 3 A"s on my first reportcard.

We had a fun time in San Diego. We went to sea world, legoland,zoo, and saw Tiger Woods win the US open.

How is school at Clemson? When is your wedding?

I am playing academy soccer for SCSA and we won all of our games at a tournament in Greensboro last week.

Please come and see us if you come to Charlotte. I miss you very much.

Happy Thanksgiving!

love,

B

Thank you, "B"

Ethics in Professional Communication

After reading the final chapter of our textbook, I was reminded why some sophists received a "bad wrap" in Ancient Greece. Sophists believed that one could not fully know the truth. Many sophists used this stance to further themselves by persuading others to believe their opinions and ideas. Sophists succeeded by appealing to an audience's emotions and viewing language as a "drug" that affected the mind as well as the soul. Sophists also made the weaker argument, the stronger argument. This approach allowed them to mask one side of an issue, and argue for another side of an issue leading to a more favorable outcome for the orator. Take the example of Gorgias' Encomium on Helen written to rid Helen of her guilt for committing adultery. Gorgias argues there are many good reasons to explain why Helen committed her unfavorable act. He points out that Helen's misfortune is a result of the overwhelming powers of language. She committed adultery because she was under the influence of language (they must have had AUIs in Ancient Greece instead of DUIs). Therefore, Gorgias argued on the weaker side of the argument, taking advantage of the fact that one cannot truly know the truth. He developed a logical argument that no one was able to refute, regardless of whether or not they agreed with his reasoning.

So, back to the 20th Century, and the ethics examples from our textbook. Were the sophists ethical? Many people do not think so. People who manipulate others to get ahead usually are not seen as ethical. In the case of the engineers and managers in the NASA Challenger Case Study, it is fair to say that poor communication was a result of personal interests interfering with cold, hard facts. The engineers and managers had difficulty communicating because each group had different interests in mind in regards to the space shuttle launch. The managers in particular chose not to persuade NASA officials not to launch because they did not have enough facts to support the decision not to launch. However, they didn't use the engineers' recommendations to fully investigate the issue either. Personal interests, funding and reputations proved to be major influences over the decision to launch.

In Darrell Huff's article, How to Lie with Statistics, he discusses an issue that is all too familiar with anyone who reads newspapers and magazines, or watches television. He alerts readers to the ways in which the public is misled by statistical graphs and information. He asserts, "crooks already know these tricks" and "honest men must learn them in self-defense" (p. 368). Huff is educating people on the ways in which advertisers, writers and companies manipulate the truth. Although they are not completely lying at times, they are still trying to make a weaker argument the stronger argument by omitting certain pieces of data or portions of graphs. Another type of manipulation he mentions is "permitting statistical treatment to befog causal relationships" (p. 368). He discusses how evidence, treated statistically at the expense of common sense, has made a medical fortune and resulted in many magazine articles.

Many times, ethics is about promoting the public good in activities as opposed to individual good. The STC Ethical Guidelines for Technical Communicators state communicators provide truthful and accurate comunications as well as clear and concise information to address the needs of those who use the company or organization's products. Dan Jones asserts, "codes of conduct are valuable because they establish ideals and help define the character of a profession" (p. 372).

Technology Preview

The preview of my Belles for Beaus movie/slideshow is available on the Mac computer in the MATRF. Unfortunately, I have not had unlimited access to my fiance's laptop as he has been traveling a lot more. However, I've still managed to create what I believe is a quality slideshow that incorporates pictures from many events taking place on campuses all over the United States. The only part I have left to do, is incorporate my video footage into the slideshow and create my audio track. The audio track will combine a voice over as well as music that will fade in and out. The movie was created in iMovie which has proved to be extremely user-friendly. The "Help" manual is very thorough, and any problems that have occurred have been handled adequately with the use of the manual. Doing a slideshow has also allowed me to incorporate many more photo opportunities than I would've been able to use if I had filmed everything. The slideshow also uses the program's logo and examples of flyers created for events (as seen below).



Southern Sportsman from Chip Lay on Vimeo.

Cover Letters and Internet Resumes

Steven Graber makes an important point in his article "The Basics of a Cover Letter" that cover letters, much like resumes, should be tailored to fit job descriptions. It is not enough to have one cover letter where you just change the name of the hiring manager, address, and job title. Although this process takes more time, it is worth it in the end regardless of whether or not you get the job. He also notes how important it is to locate the hiring managers name and avoid greetings that read, "Dear Sir or Madam." Much like a resume, cover letters should also be a page long. An applicant should be able to sum everything up in three or four short paragraphs. Graber also suggests avoiding catch phrases. However, I somewhat disagree with this assertion because some job descriptions contain catchphrases and if you incorporate those into your cover letter, it shows that you read the job description and fully understand the responsibilities of the position. He also suggests applicants consider their audience when writing a cover letter. Focusing on what they can do for the employer is better than focusing on how the employer can benefit them.

Margaret Riley Dikel and Frances E. Roehm discuss putting a resume on the Internet in their article. The first point that caught my eye is their assertion about not attaching a resume to an e-mail. This concept is a first for me. I understand their point about 20 seconds and making a quick first impression, but I feel like cutting and pasting a resume into the body of an e-mail is absolutely ludicrous. You'll experience formatting issues, who knows what it will look like when they try to print it out, maybe they'll think you have no idea how to attach a file to an e-mail... all of the above are possibilities. If you turn your resume into a PDF and attach it to your e-mail, it's much easier and more professional. Also, I think if you're going to put anything in the body of the e-mail it should be the cover letter. Still, I'm not sold on that idea either.

They also discuss uploading a resume to a corporate website when job searching. I have become extremely frustrated in the past with uploading a resume AND having to go through 10 or so pages of filling in the SAME information about Education, Employment, etc. If you submit your resume by uploading it, why is it also necessary to fill in the same exact information?

Multimedia Update

I've been diligently working on putting together a photo slideshow in iMovie. The photos are from Belles for Beaus events. I've also created a script to read as a voice over. The photos will tell a story about the program and provide an overview to accompany the handbook. Initially, I planned to shoot, import and edit video. However, this approach is not working out. I really like the idea of a slideshow that is similar to a movie. The slideshow will serve the same purpose and allow me to feature more events and details than I would be able to with a movie that has limited footage.

Currently, I've finished putting the photos into iMovie and sequencing them. I've also written a rough draft of my voice-over script. My next task is to put captions with each photo.

Resumes and Other Written Materials for a Job Search

Part 5 of our book begins with a very important disclaimer in regards to resumes and other written materials for a job search. Kevin J. Harty asserts, "there is no one way to write a resume or a cover letter" and "guides offer advice, not commandments" (p. 275). This message is very important because opinions on these types of documents differ depending upon the applicant, job, and interviewer or recruitment manager. For example, many opinions vary on the length and format of a resume. I think the message that is most often mixed is whether your resume should be restricted to one page. You'll hear people say "Managers won't look at your resume if it is longer than a page," or "It's okay to extend your resume to two or three pages since you've had so much experience." Who does one listen to? The opinion that truly matters is the opinion of the future employer or recruitment manager. However, is it proper etiquette to contact them and say, "Hi, I'm interested in applying for a job at your firm, do you prefer a one-page resume, or are two- to three-page resumes acceptable?"

John L. Munschauer describes a functional resume as one that "allows you to develop a different message for each job or type of job you wish to apply for" (p. 298). He recommends that every resume have something of the functional resume about it. I think it is very important to tailor a resume to each applicable job posting. If you do it for cover letters, why shouldn't you do it for your resume? Obviously, this approach is more time intensive, but it is more beneficial in the long run!

Munschauer also notes it's important to "test your message before you send it to employers" (p. 305). After reading this article I decided to stop by the Michelin Career Center to let them read my resume and give me their opinions. Their advice was extremely helpful, and very much in line with Munschauer's assertions. The career center is an excellent place to test your message, and they provide an influx of recommendations.

Wiki Update: Thanks a lot, Herby!

Since last Thursday's class, I've been working on information for Southern Proper's Wikipedia blurb. My bosses were excited about the idea of having a company profile up on Wikipedia. I quickly realized the process was not going to be an easy one as each copy revision I made had to be submitted to my bosses. The blurb underwent various revisions and after the seventh draft was ready to be uploaded to Wikipedia... or at least that's what I thought!

After reading information about creating a page on Wikipedia, I decided the best place for me to start was a user page. This was a place that would allow me to paste my copy, edit the copy, add internal and external links, and work on formatting issues before making it live on the Wikipedia Web site. However, minutes after I finished all of the copy editing, formatting, and linking my user page was deleted and I received the following message:

Herbythyme deleted Snwunc:user page-- G11: blatant advertising
Advertisements masquerading as articles

See also: Wikipedia:NOTADVERTISING#ADVERTISING.

Articles considered advertisements include those that are solicitations for a business, product or service, or are public relations pieces designed to promote a company or individual. Wikispam articles are usually noted for sales-oriented language and external links to a commercial website. However, a differentiation should be made between spam articles and legitimate articles about commercial entities.

Blatant examples of advertising masquerading as articles can be speedily deleted by tagging the articles with {{db-spam}}. Other advertisements posted on Wikipedia can be dealt with by either proposed deletion or listing them on Wikipedia:Articles for deletion. On some occasions, the content can be removed temporarily on the basis of a suspected copyright violation, since the text is often copied from another website and posted anonymously.

When an article on an otherwise encyclopedic topic has the tone of an advertisement, the article can often be salvaged by rewriting it in a neutral point of view. Elements of articles about products or services with brand names can also be combined under a common topic or category to facilitate unbiased and collaborative information by including information about the competition and about different alternatives.

My neutral point of view was apparently not so neutral after all. The information about Southern Proper was written like a timeline and did not persuade Wiki users to buy the products. Instead, it was an overview of the company and how it had progressed over the past few years. Literally, the user page did not last more than 2 minutes! My good friend Herbythyme deleted my post in no time. Very disappointing! I'll be sure to show my "deletion log" in class during our discussion. It appears Herby considers himself a Wikipedia sheriff and makes it his goal to delete anything that HE deems "blatant advertising."

Multimedia Component Update

Now that I have completed my Belles for Beaus handbook, I've turned my attention to the multimedia component of the project. I will create a brief movie to accompany the Belles for Beaus handbook on Southern Proper's Intranet Web site. I have mapped out two different ideas for the video. I have considered my primary audience, the Belles, and they type of video I think would benefit them the most. I plan to use imovie software to edit the video and create something acceptable for an Intranet site. I am a novice when it comes to audio/video editing, but I think this will be a great experience for me. I have watched numerous tutorials and I would recommend the following for anyone else interested in imovie tutorials:

iMovie tutorial
iMovie tutorial 2
iMovie tutorial 3

As I mentioned earlier, I have two ideas for my video. The first idea is the easy way out, but it may not be a bad idea considering this is all so new to me. Many corporate Web sites have videos of CEOs or other employees giving a company's overview, community involvement, and accolades. I think this video would be beneficial to the Belles because it would help them understand the history of Southern Proper and the company's mission. This type of video would also allow me to highlight expectations of the program and inform Belles about their role within the company. Take a look at the following video as an example of what I am referring to:

Chic-fil-a CEO video

My second idea would involve a longer more detailed video including footage from Belle events, Belle interviews, and trunk shows. Although this video would be very informative, it would take a lot of editing to make it look professional. This video would allow the Belles to see examples of events and hear from past Belles who've planned and executed events. A video of this nature could also be used for training sessions in the future.

Kostelnick and Petroski: Text Design

Imagine you're at the optometrist for your annual eye exam, "Which one is better... A or B?"

A) According to Charles Kostelnick, visual design is at the heart of the composing process. He purports text design is rhetorically active because the writer is affecting the reader's reception of the message. Kostelnick analyzes how contextual variables influence the meaning of visual language. He also examines structural and stylistic features of visual language and rhetorical implications for text design. Intratextual variations include bold, italics, and underlined words. Intertextual levels include headings, horizontal and vertical distribution, bullets, arrows, and lines on tables. Supratextual structures include stylistic functions by creating visual texture, tone, and mood.

B) According to Charles Kostelnick, visual design is at the heart of the composing process. He purports text design is rhetorically active because the writer is affecting the reader's reception of the message. Kostelnick analyzes how contextual variables influence the meaning of visual language. He also examines structural and stylistic features of visual language and rhetorical implications for text design.

Intratextual variations include:

• bold, italics, and underlined words.

Intertextual levels include:

• headings, horizontal and vertical distribution, bullets, arrows, and lines on tables.
  

Supratextual structures include:

• stylistic functions by creating visual texture, tone, and mood.

Personally, as a visual learner, B is the better option for me. I applaud writers who utilize visual design elements in their documents. I find them much more persuasive, appealing, logical, you name it! All three of the aforementioned elements are rhetorically independent and make a nice little packaged document. Just think, which articles or readings do you prefer... a 30-page article with no headings, no bold words or concepts, no tables or displays OR a 30-page article that uses intratextual, intertextual, and supratextual stylistic elements? The latter always seems less intimidating and much more interesting to read!

Petroski asserts in his article creative engineers are like great writers. He begins his article saying which innovation leads to a successful design and which to a failure is not completely predictable. Writers want words to take the reader from here to there in a way that is both original and familiar so the reader can picture in his or her own mind the scenes, action, examples, and arguments of the essay. He also discusses using others' designs as a springboard for new designs. There is a delicate balance between innovation and recreation. This article reminded me of points Myers made in his article about the two scientists who were trying to get their work published in high-stakes journals. He discussed the social construction of knowledge and how current work builds off of past work and literature reviews. Document design is also socially constructed in a way that articles are written.

Deliverable Draft

I have made a lot of progress on my deliverable: a handbook for the Belles for Beaus program. At this time, I have the majority of my Dreamweaver files completed. It is not possible to upload those files onto my blog; therefore, I am storing them on my USB drive as well as my U drive.

My next step will be to add a left-hand navigation bar and store pages under headings much like the ones on my outline. This navigation bar will be seen throughout the pages and ensure the best user experience (Garrett). Once the navigation is in place, I can then begin linking the pages and creating and testing the user experience.

Once this task is completed, I will work on creating a hard copy of the handbook that will be available in PDF format. My goal is to be completely finished with my draft by next Thursday, October 16.

Reports and Other Longer Documents: Part II

David W. Ewing asserts in his article there are 11 rules every persuader should know. They are as follows:

1. Consider whether your views will make problems for readers.
2. Don't offer new ideas, directives, or recommendations for change until your readers are ready.
3. Your credibility (two types: given or acquired) with readers affects your strategy.
4. If your audience disagrees with your ideas or is uncertain about them, present both sides of the argument.
   
5. Win respect by making your opinion or recommendation clear.
6. Put your strongest points last if the audience is very interested in the argument, first if the audience is not so interested. (*Different approach from previous readings*)
7. Don't count on changing attitudes by offering information alone.
8. Testimonials are most likely to be persuasive if drawn from people with whom readers associate.
9. Be wary of using extreme or "sensational" claims and facts.
10. Tailor your presentation to the reasons for readers' attitudes, if you know them.
    
11. Never mention other people without considering their possible effect on the reader.

Philip C. Kolin asserts in his article regarding proposals there are six guidelines for writing a successful proposal:

1. Approach writing a proposal as a problem-solving activity.
2. Regard your audience as skeptical readers.
3. Research your proposal carefully.
4. Prove that your proposal is workable.
5. Be sure that your proposal is financially realistic.
6. Package your proposal attractively.

Richard Johnson-Sheehan asserts in his article "Writing Proposals with Style" that there are three levels of style, aforementioned by classical rhetoricians like Cicero and Augustine. The three levels of style are plain, middle, and grand. Plain style is for instruction and demonstration, allowing the writer to lay out the facts or describe something in simple terms (p. 261). Middle style is for persuading people to take action (p. 261). Finally, grand style is for motivating people to do something they already know they should do. There is little opportunity to use grand style in proposals and proposals that use grand style seem fanatical and excessive. A proposal that properly combines the plain and persuasive style will be both informative and moving for the readers (p. 261).

Reports and Other Longer Documents

J.C. Mathes and Dwight W. Stevenson assert most writers make false assumptions about their audience and as a result fail to design an effective report (171). They also explain the benefit of classifying audiences according to directions of communication flow along the "paths delineated by the conventional organizational chart" (172). This classification allows the writer to identify three types of report audiences: horizontal, vertical, and external. Most important reports will have complex audiences that consist of all three types. Currently, my fiance is working on a project for a multimillion dollar company in the paper industry. After submitting his project proposal, he received feedback regarding changes and additions to the proposal from a manager within the company. Along with his feedback, the manager also submitted the company's organizational chart. Right away, I made the connection between the organizational charts in Mathes and Stevenson's article and the one my fiance received from this company that has over 300 manufacturing facilities worldwide and more than 50, 000 employees. It is no surprise that a company of this magnitude would include an organizational chart to assist writers with audience analysis.

I understand the benefits of audience analysis, but I am interested to know how many writers actually take the time to create an egocentric organization chart or an audience analysis matrix. Mathes and Stevenson end their article saying, "You should, at least, appreciate the complexity of a report audience" (186). I think writers (some more than others) are cognizant of audience needs and characteristics. However, for visual people, like myself, it may be easier to map everything out in some sort of chart if time permits. That is my main question regarding this practice, is it realistic to believe that writers have time to analyze their audience to this degree?

Richard W. Dodge asserts in his article that management is also responsible for making sure a writer knows what his report is to do, how it is to be used, and who is going to use it (192). He also asserts that it is essential for managers to meet with writers at the beginning of the project, completion of the investigation, after the report is outlined, and after the report is written. Once again, my fiance assures me this process does take place and the more important the report, etc., the more meetings that take place. The discourse that occurs between writers and managers is essential as it helps the writer focus on organizational needs as opposed to his or her own needs. Meetings are also helpful for graduate students who are attempting to write reports, proposals, conference papers, and the like. Meetings can take place between writers and the writing center tutors, professors, and peers. The information discussed at each meeting will help shape the information and remind the writer of their audience(s).

Project Proposal

Semester Project Proposal

Executive Summary

A framework is needed to successfully execute Southern Proper, LLC’s Belles for Beaus campus ambassador program. I propose to create a handbook with multiple sections to outline the framework for the program and fulfill this need. A multimedia presentation will accompany this handbook and supplement its contents. The handbook and multimedia presentation will serve as a foundation to help the program grow successfully in the future.

Introduction

Southern Proper, LLC (Southern Proper®) is interested in expanding the Belles for Beaus campus ambassador program that targets college consumers and aids in grassroots marketing. However, the company does not have a framework in place to successfully execute and replicate the program from year to year. Without the presence of a handbook, it is possible the program could fail as it expands into new markets. The creation of a handbook would allow the company to execute the Belles for Beaus program in the future with continued success.

Current Situation

The Belles for Beaus program launched one year ago as a grassroots marketing campaign on college campuses across the Southeast. The program was created to bridge the gap between Southern Proper® and college consumers, a group that comprises over 50 percent of the company’s customer base. Female college students are recruited through the company’s Web site, E-mail listservs, and Facebook® marketing. Females submit applications and apply for campus ambassador (Belle) positions on their university or college campus. In the program’s inaugural year, the company received less than 70 applications from applicants across the Southeast. Applicants were selected based on their qualifications and interviews. Southern Proper® kept the number of Belles small and manageable for the first year although many qualified applicants applied. A total of 30 ambassadors representing 20 colleges and universities were selected as the first members of the Belles for Beaus program. Belles served as liaisons between their college campuses and the company. Examples of Belle responsibilities included hosting trunk shows, promoting new products, and raising awareness of the brand through charity, campus, and organizational events. Belles served a term of two semesters without any responsibilities during the summer months.

The first year was successful; however, many changes were made the following year to improve the program. Over 200 E-mails were received from female college students interested in being a part of the second year of the “Belles for Beaus” program. The interest generated by the program was unexpected but reassuring of its initial success. Applicants from across the United States requested information about the program and applied for ambassador positions. The second application process was long and tedious as more than two hundred applications were received and reviewed. This number was an increase from the first year’s application process which only yielded 60 applications. The ambassador program has doubled in size within a year of existence. The program is currently in its second year with more than 60 Belles on over 40 campuses nationwide. The program has expanded beyond the Southeast onto college campuses in Oklahoma, Texas, Arkansas, and Virginia.

The Belles for Beaus program displayed success at many levels within a year of existence. Competitors have recognized the success of the partnership between campus ambassadors and Southern Proper® and have attempted to emulate the program within their own companies. The creation and use of a handbook is necessary to ensure future program success. Belles currently receive information through E-mails containing documents such as event schedules, contact lists, and outlines of responsibilities. However, these documents are not thorough and raise many questions that could be answered in a handbook.

Project Plan

My semester project will involve creating a detailed handbook for the Belles for Beaus program. The handbook will allow Belles to efficiently access program information. The handbook will contain important information necessary for executing the program including a mission statement, program overview, month-to-month timeline, responsibilities, and miscellaneous forms. Belles will use the handbook to execute campus-wide events including trunk shows, tailgate events, and monthly duties.

The handbook will be created in Adobe® Dreamweaver® CS3 with the intent to upload it to the company’s Intranet Web site. This placement will allow Belles to access the handbook from remote locations. An Adobe® PDF version of the handbook will also be available for Belles to print from the Intranet. The format of the handbook will resemble a manual and include step-by-step instructions for all assigned tasks. The cover of the handbook will have the Belles for Beaus logo and the following page will be a Table of Contents to assist with navigation. The next section of the handbook will include company and program mission statements. Subsequently, a program overview including the goals of the program and Belle expectations will be explained in detail. The next sections of the handbook will be devoted to the logistics of the program including timelines as well as important contact information. The final sections of the handbook will include step-by-step instructions for Belles to use when executing campus events. The handbook will conclude with a liability release for the Belles to sign and submit as well as a Frequently Asked Questions (FAQs) section. A detailed outline of the handbook is provided as an attachment to this proposal.

In addition, a multimedia component will accompany the handbook. A video informing Belles about the company and program will be created using Apple® iMovie software. The video will be uploaded to the current Belles for Beaus section on the company’s Internet and Intranet Web sites. The video will also be used to recruit Belles through E-mail E-blasts (mass E-mails sent to registered users) and Facebook® marketing. The video will verbally and visually explain the first sections of the handbook. The program director will dictate the mission statement and provide current Belles and potential applicants with an overview of the program. The video will resemble many videos located on corporate Web sites that explain the company’s mission statement and overview. However, this particular video will focus on the Belles for Beaus program and provide current and potential ambassadors with necessary information. The video will also serve as a tool to better explain the program’s expectations. There has been confusion in the past regarding the program, and the video will help alleviate any misconceptions or unknowns.

The final deliverable of the handbook and video will be loaded onto a Digital Versatile Disc (DVD) as separate files and uploaded to the company’s Intranet Web site. This placement will allow the information to be accessed from remote locations at any time.

Qualifications

My background in corporate communications and public relations will allow me to successfully complete this project. I serve as the Director of Public Relations for Southern Proper®, and one of my main responsibilities is the Belles for Beaus program. I assisted with the development and execution of the program, and I understand the importance of having a framework in place for the ambassadors as well as the company. I understand for continued growth to occur more structure is needed within the program.

I am also a Multimedia, Authoring, Teaching, and Research Facility (MATRF) graduate lab assistant. This position requires me to assist undergraduate and graduate students with various software programs including Adobe® Dreamweaver® CS3 and Apple® iMovie. I have unlimited access to programs and equipment as a MATRF staff member. My proficiency and access to the Adobe® and iMovie software will allow me to successfully create the deliverables presented in this proposal.

Project Schedule

I will begin working on my project upon acceptance of this proposal. A handbook draft will be available for review on October 2. I will prepare a hard copy of the handbook and a DVD with the Dreamweaver® CS3 files. The video will be created once the draft of the handbook is submitted. Video editing will take place during the week of November 3-9. A video preview will be available on November 13. Final revisions will take place during the weeks leading up to December 2. The final project including both the handbook and video will be available on a DVD on December 2. A summary of the project schedule is provided as Table 1. Throughout the project I will be in contact with the client, Southern Proper®, as well as Dr. Holmevik. Communication will primarily take place through E-mail, conference calls, and face-to-face meetings.

Table 1

Project Schedule

Project Task	Date
Proposal Submittal	September 25, 2008
Handbook Development	September 29- October 1, 2008
Handbook Draft Submittal	October 2, 2008
Final Revisions of Handbook	October 6-17, 2008
Video Development	October 20-31, 2008
Final Video Edits	November 3-9, 2008
Video Draft Submittal	November 13, 2008
Final Project Revisions	November 17-28, 2008
Final Project Submittal	December 2, 2008

Conclusion

The purpose of this project is to ensure future success of the Belles for Beaus program by creating a handbook that will serve as a guideline for executing the program. The program has been beneficial for Southern Proper® and provided Belles with marketing, sales, and public relations experience. The benefit of this partnership makes the program worthwhile and successful. A handbook is essential for executing the program effectively and efficiently in years to come. The handbook will also serve as a tool for reflection, reevaluation, and revision to ensure the program continues to meet specific company needs and goals in the future.

Attachment: Belles for Beaus Handbook Outline

Handbook Outline

Drafted 9/25/08

1. Cover

2. Table of Contents

3. Mission Statement

3.1. Company Mission Statement

3.2. Belles for Beaus Mission Statement

4. Program Overview

4.1. Belles for Beaus Letter

4.2. Belle Expectations

5. Contact Information

5.1. Company

5.2. Belles

5.3. Retailers

6. Timelines

6.1. Company Events

6.2. Fall Semester

6.3. Spring Semester

6.4. Summer Events

7. Step-by-Step Instructions

7.1. Organizational Visits

7.2. Charity Events

7.3. Campus Events

7.4. Tailgate Events

7.5. Trunk Shows

8. Miscellaneous

8.1. FAQ’s

8.2. Liability Release