Nonprofit Organization Paper

Speaker 1 (00:08):Hmm.
Speaker 2 (00:15):
Hi Mr. Nice to you.
Speaker 3 (00:18):
You doing? Hi guys, how are you?
Speaker 4 (00:19):
Good, how are you?
Speaker 3 (00:20):
Doing well.
Speaker 4 (00:25):
All right, so we won’t take up too much of your time today. I was informed, you already know how all
this works. You’ve done it multiple times. So, uh, the only thing is if we do need more than 40 minutes, if
like we use a full hour, we only have a 40 minute Zoom call because we don’t have an actual, like paid
account. So I’ll just resend you a link if we do go over it and we’ll just, I’ll reconnect. So we’re just gonna
ask some questions and are you right with this getting record recorded for
Speaker 3 (00:55):
You? Yep, absolutely. Yep, go for it.
Speaker 4 (00:58):
Hold on, I have to join on my phone unfortunately because I recently found out my computer camera
doesn’t work. So Brett, I’m gonna give you permission and then can you record? Uh, yeah, I’m either me
Speaker 3 (01:11):
Or Caden will
Speaker 4 (01:13):
Use obs. Wait, Caden, I’m giving you permissions then.
Speaker 2 (01:17):
Um, I’m, well I said that I was recording it right now. I’m
Speaker 4 (01:22):
Oh, you already are.
Speaker 2 (01:23):
I don’t need to through Zoom. I’m doing through obs.
Speaker 4 (01:26):
Awesome. Okay, so then we’re good to go.
Speaker 2 (01:28):
Yeah.
Speaker 4 (01:30):
Perfect. All right. So our first question is, are you familiar with the AIM process, the audience intent
message, aim?
Speaker 3 (01:44):
Um, a little bit of it, yes. So just by youth of living at home and stuff like that. So my mom was the
marketing director for the Kelly School of Business for a long time. So just you’re overhearing everything
from that point of view? Yes.
Speaker 4 (02:01):
Okay. And you’re the camp director, correct?
Speaker 3 (02:03):
Yes, I am.
Speaker 4 (02:05):
So how, how do you use the AIM process to throughout all your counselors and even the kids?
Speaker 3 (02:13):
Um, it is a lot broader than that because we really adjust our marketing materials to go through about
four different audiences that we really try to recruit. Um, the four main ones are kids to come to camp,
the parents to send them to come to camp. Um, some are staff to be able to to hire in and then donors.
So we adjust to the audience that we’re talking to and their wants and needs of what they need to get
out of those type of recruitment stereos.
Speaker 4 (02:50):
Gotcha. All right. Uh, second question is, how are content decision made for your non-profit? Like big
decisions, do you get together with every counselor and everybody has a say in Consist or is it just one
head who really makes the calls?
Speaker 3 (03:07):
Um, it really kind of depends on the aspect of what we’re trying to decide. We have an executive
director or our camp is, is set up by a board of directors who makes the absolute major decisions of
everything financially, budgetary reasons and everything like that. Then that gets filtered down through
our executive direct, our board of directors makes the big picture goals and long term decisions of the
camp. So where do we see us going in five to 10 to 15 years? Our executive director runs the day to day
operations of what do we need to get to those goals on the day, monthly, weekly basis. And then when
it comes to working with the kids and the best practices, we will work with the staffing and all the
counselors to what are the best case scenarios and best practices while working with the kids. So it’s
kind of, we try to give some freedom to some of our staff and working with them to really help serve the
kids and that come out to camp.
Speaker 4 (04:17):
So then is it, would it be a correct assumption to assume that in terms of a communication process
that’s structured, everybody kind of has a boss that they communicate to and then there’s another boss
then at levels? Or is it, is there one person that everybody kind of goes to?
Speaker 3 (04:33):
It’s a flow chart really, and it flows kind of downstream, um, to better to kind of help to, um, and then at
each level they kind of help direct and phrase it to help and give out the information needed to that
specific person.
Speaker 4 (04:53):
Gotcha. So there’s a lot more freedom then within Right. Perfect.
Speaker 3 (04:57):
Um, because I will go through the counselors and they don’t necessarily need to know the same
information as what the donors would need or the aspects of the donors. They’re more interested in
what information do I need to help work with the kids while they’re out there at camp.
Speaker 4 (05:17):
Gotcha. I have somebody else ask a question.
Speaker 5 (05:21):
I actually had some questions about specifically the discussions with the kids. So is it correct then that
primarily the camp the camp counselors and the staff are the primary point of contact with the actual
children?
Speaker 3 (05:37):
Yes, they are. Um, on the day to day running, when they’re there at camp, the county talk to that and
then I am the con point of contact with going back and forth with their parents when they’re signing up
to come to camp. All right. So I gear my, my information going to the parents based on safety concerns
while the counselors can talk a little bit more about the fun and the activities that they get to have while
they’re going to camp.
Speaker 5 (06:08):
Right. So I was actually wondering about, uh, I was looking at your website and there’s a lot of discussion
about the benefits for children specifically through, uh, helping them focus on leadership and
determination and like these life skills. So I was wondering a little bit about the process and
communication for teaching the to them because there are these fun activities, which obviously, uh,
things like, um, archery, a lot of focus and, and those do teach those, um, lessons. But I was wondering
really how these lessons are taught to the kids outside of just the hands on activities.
Speaker 3 (06:45):
Um, that is actually one of my very big passions. I love that aspect of it and how it really is adjusted is a
lot of the kids post covid, c i d we have seen a lot of social interactions, um, need and focus on going
through. So in all of these activities, we will work with the kids on, on the lesson and then have them
transition to help to lead an activity. For example, for archery, if somebody is really good, we will
partner them up with another camper and they can help each other and while rotating through, um,
that will develop a lot of the communication skills talking back and forth. We have a team building
course or a child course that really works on and we work with the staff or with the staff and the kids to
alternate on who gets to lead certain activities to develop that way.
Speaker 3 (07:44):
Um, it even goes down to we help the kids to set the table and pass stuff around the the table, um, and
eat family style. And you’d be surprised on how many kids don’t even have that aspect of sitting down at
a meal and sharing a meal. So we keep their attention focused and their hands busy on an activity, so
they’re constantly doing something. But in the process of that, we’re talking to them and working with
them and teaching them how to, um, freeplay how to compromise and how to work. Um, we are always
constantly fighting and seeing the benefits of free play with the kids. Mm-hmm. , um, if
you guys remember growing up, if you guys had recess growing up at school, that’s where a lot of your
community based lessons came from. How do you play a game without having an adult watching over
you all the time? You had to learn how to develop the rules, how to hold everybody accountable. And so
we try to utilize a lot of that aspects on free plays, but then readjust them as they’re starting to disagree
in finding ways that they can compromise to help, uh, get through that next setting.
Speaker 5 (09:01):
All right. That’s, that’s really cool and really respect that. Um, I was gonna ask actually, cause you were
talking about how there is this big focus on socializing since Covid. Is it fair to say that post covid there
has been an actual intentional shift in the activities of the camp to focus on more socializing and building
up that dynamic?
Speaker 3 (09:22):
Um, I wouldn’t really say post covid because camps in general have always had that mindset, right?
Where our, our um, focus has been on staff development to really work on having them really kind of
focus on conflict resolution on that. Because what we’re seeing is a lot of kids jump to anger and a lot of
and don’t know how to work through that. So we’ve always had kind of the social aspect, but it’s now on
trying to realize, right, you’re gonna get upset, but how are you gonna be able to work through? And it’s
more on conflict management and resolution.
Speaker 2 (10:07):
And that’s kinda where I had a question, uh, surround around, um, conflict is that do do most of the
conflict, uh, cuz you run a camp and the camp is for children of less fortunate maybe. And uh, do do the
staff deal more with the parents and anger or the uh, uh, with the campers in anger because I know
that, uh, you know, they, the the kids and if the kids have anger issues and you know, it comes from the
parents and then the parents may find out that there’s a problem and argue with um, like camp leaders.
Speaker 3 (10:55):
Okay. That is a multiple letter answering. Try to answer it the best that I can and we’ll go through. Okay.
Um, the staff deals with mostly the conflict resolution with the kids. Okay. So they’ve worked on working
with the kids and a lot of times, especially being C kids, they’re used to being at home so they get to pick
what games they play, what TV shows they wanna play that type. And when they can’t get that way,
their first reaction is to go to a fight. So we work on with the staff on working with them to go through
and compromise. I deal with a lot more of the anger from the parents. Um, and a lot of times when
working with the parents, they don’t have anybody to listen to them. So I have learned it is to let them
vent and to get that out and then we can, then they will seem to go through and be willing to work with
me after I can listen to them and they can get all of their, their point across.
Speaker 3 (12:11):
Um, and then their, but their big struggle on where their anger and conflict comes from is, it’s gonna
sound weird, but it’s dealing with their own version of homesickness. They have had their kids at home
for almost two years, so their kids being away from ’em, it’s a loss of control for the parents. So they
can’t be constantly watching the kids, constantly seeing what they’re doing, keeping them safe. So their
first reaction is if they can’t talk or see their kids right away, it’s an anger type of thing. Cuz it’s a feeling
of loss of control. So it’s just trying to reassure the parents that their kids are fine and safe and having a
good time. So that’s hopefully kind of answers a little bit of your, what you’re thinking with the conflict.
Speaker 2 (13:01):
I had it worded weirdly, but yeah, that’s kinda what I was looking for.
Speaker 3 (13:06):
Ok.
Speaker 4 (13:07):
So I’m gonna actually jump back in here just while we’re on the topic of, I hate to really dwell about it
and talk about it, but if you were to have a outbreak or even just a single Covid case at the camp, how
would that communication process look? How would you tell the parents? How would you inform the
kids and then whatever actions it takes from there, what would that look like?
Speaker 3 (13:27):
We had a, we had a child that left our program on a Friday and we were notified Sunday that they had a,
um, they tested positive for Covid. We kept, uh, the groups in, uh, cohort groups while they were there
at camp. So, and kept it just, those kids isolated. They stayed in their own cabin. They kind of were social
distance when they were at in the, uh, dining room and then everywhere else they were outside at their
own doing their own activities. So we had already had, with the help of our medical directors from our,
um, board of directors, we had drafted a letter and we had sent a letter out and we also got donated c
tests from the Brown County, uh, board of Health. So we sit one home with every kid. So we said, Hey,
please test your kids, make sure that they’re okay.
Speaker 3 (14:26):
We had a little bit of an outbreak, but we just wanted to let you, not an outbreak, but we had somebody
who reported to us that we, that somebody had tested, uh, for C and then we also on Sundays tested
our staff when they would come in to make sure that it wasn’t one of our staff that came in with Covid.
And then prior to start of that next session, we brought the staff back in. We had a shorter session, so
we were able to bring the staff in the day before tested ’em and made sure that none of our staff were
exposed, that we were still keeping our staff healthy. But we had sent a letter out, um, both mail and
email and by text message to the families to make sure that they were aware of the situation.
Speaker 4 (15:14):
So I’m sure the kids are probably frustrated when that happens and they have to stay in the cabins and
everything. How does the communication look like to the kids? How do you guys talk to them in a
specific way, a specific manner? Do you inform them in a specific way that kind of dials it down and lets
’em know really what happened and that It’s not necessarily a negative.
Speaker 3 (15:33):
We, we try to, not to focus on the negative, but we can, the night we are up front and straightforward
with the kids. They have seen, been exposed with all of this stuff and have grown up with this and we
found that if we try to sugar coat it, the kids are gonna see right through it so they can see. So we’re
gonna be front saying, look, somebody had tested positive, we are gonna go through and have you guys
tested, but you’re still the advantage is how large of our property is. We could still get them out to do
activities. So it wasn’t like they were stuck inside a room and just have to stay on their bunk the entire
time. So we were still able to, and the kids liked that aspect that we were upfront with them.
Speaker 4 (16:19):
Yeah, it did.
Speaker 3 (16:24):
Right. And they respected it more and more willing to work with us if we were just straight up and told
them what was going on.
Speaker 5 (16:33):
If, if it’s okay, I’d actually like to return to when you’re talking about reaching out to the parents after
this new covid incident and you sent like a physical letter, email and a text. When it comes to external
communication, could you tell us a little bit about a lot of the memes and methods you use to reach out
to the families and um, like do you inform them of what’s going on during camp or what’s, what is the
means methods in relationship with the, the kids and the parents during and before camp when it
comes to keeping in touch?
Speaker 3 (17:07):
Um, we’re still a little bit behind on some of the trends of going through with some of this. So we learn,
a lot of times it’s the easiest ways that we go in and we find is to set up emails because everybody’s
carrying their phones and they typically get majority of their emails going back and forth. Um, it’s hard
with security purposes to share pictures of the kids just because of a good portion of our kids, their
parents do not sign off on the photo releases, so we can’t share images of certain kids. Um, but we still
keep up open phone lines and in case of, um, injuries, illnesses, any of that stuff, we found that the most
effective ways is just a straight phone call to the parents. Um, they are already hyper aware to expect a
phone call from us. So, um, 90% of the time they’ll pick up or call us back within 20 or 30 minutes to find
out with that.
Speaker 3 (18:20):
So the most effective way for us to communicate is, um, while the kid, while the camp is going on is with
phone. And then on the outside of that is we do stuff with emails and we have a, um, company called
Constant Contact that we can pre-schedule emails and email blasts and social media blasts and set in
parameters. So for each session, each session we will pre-program blasts about when checkin is, when
pickup is. And so it’s constantly, and we also are able to do that so we are not bombarding people with
multiple emails in a week. We can customize it to all right, we know which session that they’re going to
and just customize the emails. And then I have it for emergency procedures. Um, a few years ago we
had a major flood at the camp and there is a website that’s called Easy Text and um, just uploaded all
the numbers in there with a simple cut and paste and sent out one blast text message out to the
parents. And that for emergency purposes, that’s typically the most effective way that I can get, uh, with
a hyperlink to go to an actual letter that I would written out. But at least it may click on this letter. And
here’s the more detailed of what was going on.
Speaker 5 (19:54):
I also had a question about the internal communication. Uh, the first being, do, do you guys have like a
physical office or is most of your communication? Uh, maybe virtual?
Speaker 3 (20:09):
We actually have two offices and right now the internal communications is very easy. We have three
full-time staff members and then two, um, part-time staff members. So we have a staff of five people
right now. So we do have two offices. One is up in the Indianapolis area, and then we actually have a
physical camp office down the down south. So I am usually the one who spits, splits my time between
both offices. So I will meet with our executive director early in the week and then I will take that down
and meet with the staff that are working on the camp side of everything. So, and then when summer
hits, when we start a camp session, we have a full staff meeting on Sunday before the kids get there.
And then we will do a wrap up meeting on Friday after the kids leave just to review and touch base with
everybody there. All right.
Speaker 5 (21:14):
And outside of these physical meetings, does your team generally communicate via email or do you use
other things such as Zoom or maybe Microsoft Teams?
Speaker 3 (21:23):
We do have Microsoft teams and a good portion of our committee meetings happen via teams. Um,
during summer, 90% of our communication goes by email and then the other big chunk of it goes
through, uh, phone calls just real quick, here’s the problem, here’s how we need to fix it, and then we
have to move onto the next and go put another fire out. Right.
Speaker 6 (21:57):
All right. I, I think I have a, a question right now. Um, if, like, are you guys dealing with international kids
too? Like, you know people from other countries?
Speaker 3 (22:09):
Yes. We, we partner with camp counselors USA and we just were able to bring our first batch of
international staff back this year. So we had two from Ireland, one from um, Jamaica, from Mexico, and
one from Columbia.
Speaker 6 (22:30):
Right. Great. Great, great, great. And do you have like any uh, barriers with them? Like, you know how
to understand or anything like that? Miscommunication.
Speaker 3 (22:46):
We
Speaker 6 (22:47):
Or we
Speaker 3 (22:48):
Do have, um, like the, the use of the technology of the cell phones has really made it a lot easier when
you can do the voice to text and then the translation right. And really be able to communicate a little bit
better that way. And um, so it’s always been a harder one. It’s with those whose native tongue has been
Spanish mm-hmm. , but it’s been, we’re getting such a broader audience even as
Americans coming in who speak Spanish as well and who are multilingual that a lot of times they can e
easily translate and go in case there’s a word or couple that are lost in translation. So it’s just, um, we
are always looking for, um, more people and multi-lingual people to really to not only to be able to
communicate but just to develop the diversity of the camp.
Speaker 1 (23:58):
Right.
Speaker 3 (24:01):
Is that, do you have a question at all?
Speaker 7 (24:04):
Yeah, I do. But this was like from more towards like what we were talking about in the beginning, but
like since there were so many questions, good questions being asked, I was waiting till the end, but this
was like something with uh, with the donors that you guys are talking about. Like how do you guys keep
in communication with current donors? Are you around? Like what do you tell them?
Speaker 3 (24:33):
Um, we focus a lot and that’s a kinda a two part question. Um, we, there is a lot of reporting we have to
do to our foundations that give us money. So they are, um, looking for who are we serving, the clients
we’re serving, the number of kids that we are serving. And um, and then the donors, we are sending
them updates about the number of kids that are coming down. We have also have a donor day that is
available for them to come down and see the camp. Um, and then we, our new executive director is sh
that’s one of our main focus is to try to get more of them down to actually see the camp when it’s in full
use. Um, and then we also have other mailings and other fundraising events. We do a major fundraising
event in early in the early spring, which we will be able to showcase what we offer and then throughout
the year we will be sending updates out to them. Um, we’re also looking to utilize a lot of our social
media a little bit better to be able to keep them engaged with our programs. Um, and then we do a
parent survey at the end of this summer so we can let them know where the parents have seen changes
in their kids and what they have gained just on the outside of this saying your money was have shown
this permit for this child and that kind of, that different kinda thing. So back to, oh I’m sorry.
Speaker 3 (26:16):
That is not one that I kinda spearhead a lot, so it’s the one I’m least knowledgeable about, but I’m slowly
starting to learn it a little bit better. Back to the social media aspect, what platforms are you guys on?
Speaker 3 (26:34):
Our most heavily used one is Facebook. Um, but we do have a small Instagram one in a small Twitter
account and we are looking at real, making a really concerted effort to expand our Instagram access. But
for many, for many many years the majority of our parents and the majority of our donors were on
Facebook. So that’s where our focus was on Facebook. But now that the parents are growing up who are
a little bit younger, they grew up with the Instagram social media platform. And then we’ve also talked a
little bit about possibly looking at something with kids with umt and we have just gotten some new
technology equipment and I’m hoping to find somebody who can help us set up our digital media
center. Ideally what I would love to do is to have the kids take our GoPros and make videos out from
their time out at camp and then throughout the year be able to load up and set up a YouTube channel
and load up their videos from camp onto YouTube.
Speaker 4 (27:46):
Sounds awesome.
Speaker 3 (27:49):
Just there’s a way to keep them looking forward to something and keeping camp in the forefront of their
minds as they wait every week to see a different video from camp.
Speaker 4 (27:58):
So your social media’s primarily used to find kids and donors
Speaker 3 (28:06):
And just to keep people informed of upcoming events and everything like that. But um, we’re looking to
expand it hopefully and being able to utilize it a little bit more.
Speaker 4 (28:18):
Gotcha. So I just got notification there’s about five minutes. Breath, breath cadence. Zel, do you guys
have a bunch more questions or? I
Speaker 5 (28:26):
Think one
Speaker 7 (28:27):
Only have one more.
Speaker 4 (28:29):
Okay. Go ahead and ask them. I hopefully we should be able to get ’em outta the way.
Speaker 7 (28:34):
Okay. So this is also like a follow up from Luke’s question, like with the way you guys use social media is
that’s like how you reach out and to ask new donors to like come to Happy Hollow and see like what it’s
all about.
Speaker 3 (28:54):
That, that is one of our ways. We also have done a lot of recommendations from our board members
who are bringing new people to our, our stuff. So right now our biggest one is the utilizing word of
mouth, but we’re hoping to be able to use social media a little bit more as the younger generation starts
getting out into more professional jobs where they will have more disposable income. That is where you
reach them at is on more of that, those social media platforms. So we are looking to upgrade and be
able to use those to attract new potential donors.
Speaker 5 (29:36):
And I I think last question one specifically, um, both internal and external of the company, in addition to
using social media for outreach, what are some, I guess, shortcomings of your current organization that
you are aware of that you’re, you’re you are intentionally trying to address with, uh, better
communication with say the parents or even internally, what are some things that you are actively
working on improving when it comes to that?
Speaker 3 (30:08):
Um, perfect and it’s kind of a way to kind of end on this stuff. We just had our director retire August
12th. He was the director that was put in place in 1980, if that gives you any idea. So he operated a lot
of our communication stuff back as he did when he started in the eighties and nineties. So we are
actively trying to pull this camp with our new director who just started day trying to pull into this more
of a digital, um, communication world. We still did a lot of the stuff by paper, pen and pencil. So that is
probably our biggest thing is trying to digitize and get with a lot more of the digital communication
aspects of the communication world and be able to utilize this, the new opportunities that are out there
of better communication. So that is kind of the biggest downfall that we’ve had in the past. And the
other aspect is we only have five people. So trying to do five people and run a camp and um, do a 900
piece of 900 acre piece of property and maintain it is not the easiest thing. So we are looking to see
what we can use digitally to streamline, to help us make it easier for us.
Speaker 5 (31:34):
Right. Great. Thank you so much for like all the time you spent helping us with our questions and just
explaining so much in depth about your company, organization. Yeah. We really appreciate you doing
Speaker 4 (31:42):
This. Thank you very much, sir. Thank you. Chris. Are are you open and willing for if we have more
questions for us to reach out and ask you?
Speaker 3 (31:51):
Absolutely, yeah. As you can tell, I love talking about camp, so I’ll be happy to talk to anybody. And
everybody, ,
Speaker 4 (31:59):
It’s about to end, so see you,
Speaker 5 (32:02):
You so much. Thank
Speaker 4 (32:03):
You. Thank you so much.
Speaker 3 (32:04):
Thank you guys.
BUS-X 204: Business Communications
Analytical Report and Presentation
You will prepare a 15-page analytical report and a 15-minute oral presentation with a team. An
analytical report requires you to research a subject, analyze information, draw conclusions, and
make recommendations.
This team-based project is designed to provide the opportunity to examine the communication
operations of an organization. The organization you select must be willing to provide information and
observational opportunities you will need to complete the project. This requires access to the
organization and its personnel.
When possible, collect information about the organization before you visit. Use media guides, annual
reports, and other publications. Visit the organization’s web site. Also before your visit, organize
questions you need to ask. Overall, be prepared and professional. You should make the most of your
time with the organization, as it is likely you will have only one opportunity to engage in-person.
Task
Given what you’ve learned in this course, analyze the organization’s communications process. Your
analysis may apply to a specific department or division or to the organization as a whole. Remember,
it’s not enough to answer the questions. The report should also draw conclusions and make
recommendations.
•
Internal and External Communications
— How is the organization structured to manage internal and external communications?
— Is this model effective?
— Explain advantages and disadvantages and where improvements could be made.
•
Organizational Content Decisions
— How are content or message decisions made in the organization?
— Who has the ultimate authority to release messages?
— Are there rules or guidelines about content, format, and delivery?
— If applicable, are these different for internal and external communications?
•
Organizational Communication Processes
— How does the organization use the AIM communication planning process?
— What steps does the organization take when analyzing the message purpose, audience,
content, and medium?
— How are messages written?
— How are messages reviewed to improve effectiveness?
— Offer recommendations on how the organization could better implement or enhance these
processes.
•
Social Media
— How does the organization use social media?
— What purpose and outcomes does the organization hope to achieve by using social media
channels? Are they working?
— Explain advantages and disadvantages of the organization’s social media choices and where
improvements could be made.
BUS-X 204: Business Communications
Requirements for Analytical Report
Formatting Requirements
• 10 pages (with an allowance for no less or no more than one-half page)
• Page count refers to the report Introduction and Body. It does not include other required
components, which will add at least five additional pages to your report.
• Double-spaced report with indented paragraphs (exceptions noted below)
• Use Times New Roman, 12 point throughout the report, including headings and sub-headings.
• Margins should be 1”.
• Include page numbers in the top right corner of each page (as noted).
⎯ Cover and Title pages do not include page numbers.
⎯ Table of Contents does not include a page number.
⎯ Executive Summary is represented with iii.
⎯ First page of Body (which is the Introduction) is represented with 1.
• Include section headings and sub-headings.
• Use Chicago Manual of Style for in-text citations and endnotes.
• Appendix exhibits must be identified with title and referenced within the body.
Required Components
• Cover (This is different from the Title Page and typically includes a visual element.)
• Title Page (single spaced with appropriate returns)
⎯ Title of Report
⎯ Prepared for
⎯ Prepared by (author names stacked in alphabetical order, no commas)
⎯ Date
• Table of Contents (may be single spaced with appropriate returns or double spaced)
• Executive Summary (single spaced and limited to one page)
• Introduction
⎯ Offer an attention-getter
⎯ Provide brief history and mission of organization
⎯ Introduce the problem or issue and why it’s important
⎯ Explain purpose of report
⎯ Offer a preview of the report’s main points
• Body
⎯ Present, analyze, and interpret the research
⎯ Conclusions
⎯ Recommendations
• Endnotes (single spaced with appropriate returns)
• Appendices (only if needed)
Questions from which to draw analysis, conclusions, and recommendations
• Internal and External Communications
— How is the organization structured to manage internal and external communications?
— Is this model effective?
— Explain advantages and disadvantages and where improvements could be made.
•
Organizational Content Decisions
— How are content or message decisions made in the organization?
— Who has the ultimate authority to release messages?
— Are there rules or guidelines about content, format, and delivery?
— If applicable, are these different for internal and external communications?
•
Organizational Communication Processes
— How does the organization use the AIM communication planning process?
— What steps does the organization take when analyzing the message purpose, audience,
content, and medium?
— How are messages written?
— How are messages reviewed to improve effectiveness?
— Offer recommendations on how the organization could better implement or enhance these
processes.
•
Social Media
— How does the organization use social media?
— What purpose and outcomes does the organization hope to achieve by using social media
channels? Are they working?
— Explain advantages and disadvantages of the organization’s social media choices and where
improvements could be made.