Public relations supervisors and Millennial entry-level practitioners rate entry-level job skills and professional characteristics

G Model PUBREL-1292; No. of Pages 9

ARTICLE IN PRESS Public Relations Review xxx (2014) xxx–xxx

Contents lists available at ScienceDirect

Public Relations Review

Public relations supervisors and Millennial entry-level practitioners rate entry-level job skills and professional characteristics Vicki Todd ∗ Quinnipiac University, School of Communications, Department of Public Relations, 275 Mt. Carmel Ave., Hamden, CT 06518, USA

a r t i c l e

i n f o

Article history: Received 22 July 2013 Received in revised form 13 March 2014 Accepted 14 May 2014

Keywords: Public relations industry skills Millennial entry-level Public relations education Public relations job skills Public relations professional characteristics

a b s t r a c t An online survey was administered to 109 Millennial entry-level public relations employees and 56 supervisors regarding entry-level job skills and professional characteristics. The Millennial entry-level workers rated their job performance in the above average and average ranges. The supervisors rated six of the eight job skills and all 16 professional characteristics as significantly poorer than the Millennials rated themselves. The job skills of computer and social media skills were the only two items that did not generate a significant difference. The researcher outlines ways in which faculty, students, employers, and Millennial-aged employees can build learning communities that will help undergraduate students and Millennial workers develop proficient job performance and keep faculty up-to-date regarding current industry trends. © 2014 Elsevier Inc. All rights reserved.

1. Introduction Millennials, the generation born between approximately 1982 and 2002 (Curtin, Gallicano, & Matthews, 2011; Hollon, 2008; Novelli, 2008; Schwalbe, 2009), are the latest and most quickly growing public of college graduates to enter the workforce (Gallicano, Curtin, & Matthews, 2012). According to the Young Entrepreneur Council, Millennials will comprise 46% of U.S. workers by 2020 (Faw, 2012). Positive attributes associated with Millennial employees include their ambition toward success, their willingness to be active members of the company team, and their efficacy with technology (Gallicano et al., 2012; Myers & Sadaghiani, 2010; Novelli, 2008; Pompper, 2011; Schwalbe, 2009). “Their managers, however, consistently express exasperation over Millennials’ sense of entitlement, difficulty in taking direction, self-indulgence, greed, short-sightedness, poor skills, and lack of work ethic” (Curtin et al., 2011, p. 1). Some employers “contend that Millennials’ characteristics may complicate, and potentially disrupt, workplace interactions with members of other generations, thus negatively affecting coworkers and organizational processes” (Myers & Sadaghiani, 2010, p. 226). Few empirical studies have examined Millennial public relations practitioners’ job performance. This study attempts to begin filling that gap. The researcher surveyed public relations industry practitioners, including Millennial-aged entry-level public relations employees who have worked full time in the industry two or fewer years and employers who supervise entry-level Millennial-aged public relations workers. The study sought to determine how each group would rate Millennial entry-level job skills and professional characteristics. The Millennials and supervisors were asked to offer suggestions of

∗ Tel.: +1 203 582 8330. E-mail address: [email protected] http://dx.doi.org/10.1016/j.pubrev.2014.05.002 0363-8111/© 2014 Elsevier Inc. All rights reserved.

Please cite this article in press as: Todd, V. Public relations supervisors and Millennial entry-level practitioners rate entry-level job skills and professional characteristics. Public Relations Review (2014), http://dx.doi.org/10.1016/j.pubrev.2014.05.002

G Model PUBREL-1292; No. of Pages 9

ARTICLE IN PRESS V. Todd / Public Relations Review xxx (2014) xxx–xxx

2

how public relations educators can better teach today’s students the job skills and professional characteristics they will need upon entering the industry after graduation. 2. Review of literature At times, educators and industry professionals agree on the knowledge and skills undergraduate students should be taught to become effective entry-level practitioners, as the Commission on Public Relations Education reported in 2006 (The Professional Bond, 2006). At other times, employers complain that recent college graduates do not possess the knowledge and skills necessary to hit the ground running as effective professionals and they lack a sense of how the “real world” operates (Brown & Fall, 2005; Curtin et al., 2011; Gallicano et al., 2012; McDonough, Rodriguez, & Prior-Miller, 2009; Swanson, 2007). Educators are familiar with the pressure to teach students the most relevant knowledge and skills to be industry-ready; “yet it always seems that the college curriculum is ‘behind the curve’ in terms of what the industry is looking for” (Swanson, 2007, p. 15). Practitioners believe the public relations curriculum is out of touch with today’s industry, and educators are not teaching students the skills they will need to advance in the modern communications world (Todd, 2009). 2.1. Communications job skills 2.1.1. Writing skills Public relations researchers have documented the importance of undergraduate students learning persuasive and technically correct writing skills, as well as the lack of effective writing abilities entry-level practitioners display. Hines and Basso (2008) found that “an alarming number of communication professionals report that entry-level employees possess poor writing skills and even poorer editing skills” (p. 293). Pompper (2011) interviewed public relations adjuncts who expressed exasperation when evaluating Millennial students’ poor writing skills. Gower and Reber (2006) found that public relations majors indicated they were strong writers. Hardin and Pompper (2004) surmised that new public relations hires must be excellent writers to be marketable in the industry. Cole, Hembroff, and Corner (2009) concluded that almost half of the public relations professionals surveyed admitted that they have lowered their expectations regarding entry-level practitioners’ writing abilities. Wise (2005) learned that public relations employers rated entry-level practitioners’ writing skills as “bad” or “poor” (p. 38). Brown and Fall (2005) found that public relations internship supervisors requested that students learn more proficient writing skills, and Berger, Reber, and Heyman (2005) reported that public relations employers advised recent graduates to cultivate strong writing skills. Todd (2009) suggested that educators work closely with industry professionals to develop writing assignments and assessment measures that will help students learn how to write clear messages targeted toward publics using current technology. 2.1.2. Technology skills Public relations educators and practitioners agree that Internet technology and social media are changing the way businesses correspond with publics, and curricula should adapt to reflect these changes. The 2006 Report of the Commission on Public Relations Education urged educators to teach undergraduate students how to be “proficient in the use of the most recent communication technology, but also to understand and appreciate the societal ramifications of its use” (The Professional Bond, 2006, p. 6). Incorporating digital technology in the classroom is even more relevant today because Millennial college students are “digital natives” who have grown up using new technologies (Gallicano et al., 2012; Pompper, 2011). Wright and Hinson (2008) found that 94% of public relations professionals surveyed reported that public relations education should teach students blogging and other social media skills. Moody (2010) concluded that students who are taught to blog and communicate effectively on Facebook will have a stronger chance of landing industry positions after graduation. This researcher surmised that many educators have not modified their courses to encompass new technology skills used in the industry. Swanson (2007) added, “It’s a struggle for faculty to be ‘up’ on the latest technology, because we typically don’t get release time to learn new software applications or figure out how to integrate them into existing classes” (p. 20). Weisgerber (2009) claimed it is the duty of educators to teach students how to be proficient in the latest social media technology even though the landscape is quickly transforming and faculty may be forced to teach outside their comfort zones. Royal (2005) added that “teaching without a focus on integration, judgment, and perspective in the new media environment will ultimately fail students who suddenly find their skills outdated, outmoded, or out of sync with the real world” (p. 412). Hornaman and Sriramesh (2003) indicated that 73% of educators and 77% of practitioners found public relations graduates to be prepared regarding new technology use. Gower and Reber (2006) revealed that public relations majors admitted not feeling prepared for employment concerning new technologies. 2.1.3. Other communications job skills Communications educators and professionals have also noted that entry-level employees should possess effective oral communication skills (Brown & Fall, 2005; Hornaman & Sriramesh, 2003), researching skills (The Professional Bond, 2006), and a knowledge of how the business world operates (Berger et al., 2005; Bush, 2009; McDonough et al., 2009). Please cite this article in press as: Todd, V. Public relations supervisors and Millennial entry-level practitioners rate entry-level job skills and professional characteristics. Public Relations Review (2014), http://dx.doi.org/10.1016/j.pubrev.2014.05.002

G Model PUBREL-1292; No. of Pages 9

ARTICLE IN PRESS V. Todd / Public Relations Review xxx (2014) xxx–xxx

3

2.2. Communications professional characteristics Professional characteristics are soft skills that deal with attitudes, behaviors and interactions among people in the work environment, as opposed to hard skills such as computer skills, oral and written communication, and research abilities (Muir, 2004). Brown and Fall (2005) and Todd and Levine (2010) noted that employers requested improvement in the intrinsic characteristics interns displayed, such as critical thinking, positive attitudes, and time management. These researchers inferred that soft skills are not as commonly or easily taught in the classroom as are technical skills such as writing a press release or learning a software program.

2.2.1. Professional ethics Conway and Groshek (2009) presumed that hands-on experience in student media and internships would positively influence students’ ethical perceptions and socialization. Curtin et al. (2011) surveyed Millennial public relations practitioners and discovered that assigning mentors to the younger workers would help them work through ethical dilemmas instead of avoiding uncomfortable ethical situations.

2.2.2. Professional critical thinking In 2007, public relations executives emphasized that employees were expected to demonstrate critical thinking competency, and in 2008, public relations counselors deemed critical thinking as a top skill needed in the workplace (McCleneghan, 2007). Larsen and Len-Rios (2006) emphasized that public relations educators agreed that critical thinking and writing were the most important skills for graduates to master. However, despite the increase of resources available via digital technology, students have not improved their critical thinking ability, writing skills or preparedness for a global society (Schwalbe, 2009).

2.2.3. Communications employee attitudes Employers prefer to hire employees who exhibit a positive attitude, as well as proficient job skills. Public relations executives suggested young practitioners cultivate characteristics such as “proactivity, enthusiasm, energy, flexibility, confidence, positive attitude, interpersonal skills, curiosity, and passion” in addition to written and oral communications skills (Berger et al., 2005, p. 15).

2.2.4. Professional work environment Gallicano et al. (2012) found Millennial public relations agency employees generally experienced a sense of trust with their employers. The Millennials recommended the relationship could be strengthened through increased open communication and feedback, as well as professional development opportunities. Beebe, Blaylock, and Sweetser (2009) suggested public relations supervisors could improve students’ internship satisfaction by cultivating meaningful employer-intern relationships and offering interns real-life work opportunities. Dailey (2008) reported that interns who perceived high levels of communication between themselves and their employers were more committed to the organization. Millennials have been labeled the “Look at Me” generation, because this segment of the population tends to be overly selfconfident about their abilities due to constant affirmation from parents and teachers throughout their childhood (Gallicano et al., 2012; Myers & Sadaghiani, 2010). According to psychology literature, “people often have surprisingly poor insight into their skills and abilities” (Critcher & Dunning, 2009, p. 931). The better-than-average effect, or people’s tendency to assess themselves favorably, is greater when people are given free rein to interpret the significance of the items on which they judge themselves (Guenther & Alicke, 2010). Self-estimates usually do not correlate with people’s actual performance (Critcher & Dunning, 2009). This sentiment is on par with findings in communications research. McDonough et al. (2009) reported interns’ selfassessment of their internship job performance was more positive than their internship supervisors’ ratings of the students’ performance, although both groups gave the students high ratings. Gower and Reber (2006) surveyed junior and senior public relations majors who indicated they were strongly prepared for the duties of public relations practitioners, leadership skills, and written communication. These students’ self-perceptions are in stark contrast to research studies that have noted employers’ dissatisfaction with entry-level practitioners’ writing skills (Brown & Fall, 2005; Hardin & Pompper, 2004; Hines & Basso, 2008; Pompper, 2011; Schwalbe, 2009; Todd, 2009; Wise, 2005) and employers’ perceptions that graduates are not fully prepared for entry-level employment (Brown & Fall, 2005; Curtin et al., 2011; Gallicano et al., 2012; Hornaman & Sriramesh, 2003; McDonough et al., 2009; Schwalbe, 2009; Swanson, 2007). Given employers’ complaints regarding Millennial employees’ poor job performance and sense of entitlement (Curtin et al., 2011; Gallicano et al., 2012; Hollon, 2008; Myers & Sadaghiani, 2010; Novelli, 2008) and psychology researchers’ claims that people tend to rate their skills more positively than their actual performance levels (Critcher & Dunning, 2009; Guenther & Alicke, 2010), the researcher sought to examine how Millennial entry-level public relations employees and public relations employers who supervise entry-level Millennials would rate Millennial entry-level job skills and professional characteristics. The researcher posed the following research questions for the study: Please cite this article in press as: Todd, V. Public relations supervisors and Millennial entry-level practitioners rate entry-level job skills and professional characteristics. Public Relations Review (2014), http://dx.doi.org/10.1016/j.pubrev.2014.05.002

G Model PUBREL-1292; No. of Pages 9

ARTICLE IN PRESS V. Todd / Public Relations Review xxx (2014) xxx–xxx

4

RQ1: Will Millennial entry-level public relations employees rate themselves differently regarding their job skills compared with public relations supervisors’ ratings of Millennials’ job skills? RQ2: Will Millennial entry-level public relations employees rate themselves differently regarding their professional characteristics compared with public relations supervisors’ ratings of Millennials’ professional characteristics? 3. Method Public Relations Society of America distributed an online survey with two follow-ups on the researcher’s behalf to PRSA members and associate members in August 2012. Participants were encouraged to share the survey link with their public relations colleagues through e-mail and social media outlets. The survey included 24 quantitative items, which the researcher divided into two categories: job skills and professional characteristics. The job skills category included eight items, and the professional characteristics category included 16 items. All items were measured on a 5-point scale. The researcher analyzed the mean scores of the 24 quantitative responses given by Millennial entry-level versus supervisor respondents using a t-test. The researcher also asked respondents to offer ways public relations educators can effectively teach or expose undergraduate students to the job skills and professional characteristics they will need in the industry through two open-ended questions. Demographic questions determined participants’ years of full-time industry experience, primary public relations specialty, job position, educational degree, and gender. 4. Findings Of the 56 public relations supervisor respondents, 42 were female and 14 were male. Each stated that they supervise entry-level public relations employees defined as recent college graduates who possess 2 or fewer years of full-time industry experience. Fifteen supervisors reported they had worked full time in the public relations industry for 20+ years, 18 worked in public relations 10–14 years, 13 worked 15–19 years, and 5 supervisors worked in the industry 4–6 and 7–9 years, respectively. Twenty-one supervisors claimed a job position of director, 9 were vice presidents, 8 were managers, 6 were presidents/CEOs, 3 were executive directors, 2 were consultants, 2 were staff/technicians, and 5 reported a job position of other. The majority of the supervisors stated that they worked in various primary public relations specialties including corporate communications (n = 11), marketing communications (n = 11), media relations (n = 8), public relations counseling (n = 5), and public affairs (n = 3). Thirty supervisors held a bachelor’s degree, 21 held a master’s degree, 2 reported doctorate degrees, 1 held an associate’s degree, and 2 held degrees other than the choices listed. Of the 109 Millennial entry-level public relations employee respondents, 89 were female and 20 were male and reported they had worked as full-time professionals in the public relations industry for 2 or fewer years. Thirty-four Millennials stated their job position was staff/technician, 7 were consultants, 5 were managers, 1 was a director, and 62 reported they held other job positions such as account executives or communications/public relations coordinators. The majority of the Millennial entry-level employees stated that they worked in various primary public relations specialties including media relations (n = 19), social media (n = 10), corporate communications (n = 9), marketing communications (n = 9), and marketing (n = 8). Ninety-five Millennials held a bachelor’s degree, 3 held a master’s degree, and 11 reported a degree other than the options listed. 4.1. Quantitative results The quantitative portion of the survey asked public relations supervisors to rate the job skills of Millennial entry-level public relations employees. Millennial entry-level public relations employees also rated themselves based on the same eight job skills. Respondents used a rating scale of 1–5. A rating of 1 represented the lowest rating of Extremely Poor, a 2 represented Below Average, 3 represented Average, 4 represented Above Average, and a rating of 5 represented the highest rating of Excellent. RQ1: Will Millennial public relations entry-level employees rate themselves differently regarding their job skills compared with public relations supervisors’ ratings of Millennials’ job skills? The public relations supervisors rated Millennial entry-level employee job skills consistently poorer than Millennial entry-level employees rated their own job skills. A t-test revealed significant differences in the mean scores for six of the eight job skills items at the .05 level (Table 1). The quantitative portion of the survey asked public relations supervisors to rate the professional characteristics of Millennial entry-level public relations employees. Millennial entry-level public relations employees also rated themselves based on the same 16 professional characteristics. Respondents used a rating scale of 1–5. A rating of 1 represented the lowest rating of Extremely Poor, a 2 represented Below Average, 3 represented Average, 4 represented Above Average, and a rating of 5 represented the highest rating of Excellent. Please cite this article in press as: Todd, V. Public relations supervisors and Millennial entry-level practitioners rate entry-level job skills and professional characteristics. Public Relations Review (2014), http://dx.doi.org/10.1016/j.pubrev.2014.05.002

G Model

ARTICLE IN PRESS

PUBREL-1292; No. of Pages 9

V. Todd / Public Relations Review xxx (2014) xxx–xxx

5

Table 1 Job skills ratings by public relations supervisors (Supv.) vs. Millennial entry-level public relations employees (MEL). Job skills

Supv. means (N = 56)

Supv. SD

MEL means (N = 109)

MEL SD

t

p

Job task prep. Quality of work Writing skills Oral skills Research skills Computer skills Social media use Overall performance

3.30 3.21 2.75 3.02 3.09 4.20 4.29 3.39

.74 .65 .79 .84 .96 .84 .73 .59

4.25 4.21 4.05 3.95 3.96 4.29 4.43 4.21

.58 .61 .75 .81 .80 .71 .71 .53

8.35 9.71 10.31 6.94 6.19 0.78 1.23 8.70

<.05 <.05 <.05 <.05 <.05 NS NS <.05

Table 2 Professional characteristics ratings by public relations supervisors (Supv.) vs. Millennial entry-level public relations employees (MEL). Professional characteristics

Supv. means (N = 56)

Supv. SD

MEL means (N = 109)

MEL SD

t

p

Willingness to learn Attention to details Follow instructions Time management Accept responsibility Punctuality Cooperation Accept criticism Take on new tasks Work independently Understand diversity Aware of ethics Think critically Think creatively Think independently Dependability

3.86 2.71 3.41 3.14 3.20 3.29 3.88 3.21 3.75 3.27 3.68 3.05 2.79 3.55 3.23 3.41

.72 .73 .60 .82 .92 .89 .69 1.00 .94 .82 .79 .88 .73 .83 .85 .73

4.62 4.04 4.41 4.28 4.33 4.23 4.53 3.87 4.50 4.36 4.17 4.28 4.17 4.05 4.19 4.56

.56 .73 .64 .74 .71 .86 .65 .82 .62 .71 .81 .71 .73 .82 .74 .58

7.54 10.99 9.73 8.95 8.76 6.62 6.05 4.52 5.37 8.82 3.74 9.70 11.52 3.64 7.50 10.95

<.05 <.05 <.05 <.05 <.05 <.05 <.05 <.05 <.05 <.05 <.05 <.05 <.05 <.05 <.05 <.05

RQ2: Will Millennial public relations entry-level employees rate themselves differently regarding their professional characteristics compared with public relations supervisors’ ratings of Millennials’ professional characteristics? The public relations supervisors rated Millennial entry-level employee professional characteristics consistently poorer than Millennial entry-level employees rated their own professional characteristics. A t-test revealed significant differences in the mean scores for all 16 professional characteristics items at the .05 level (Table 2). 4.2. Qualitative results The respondents were asked two open-ended questions regarding job skills and professional characteristics. Each openended inquiry gained responses from 109 Millennial entry-level participants and 56 supervisor participants. The small number of responses in some theme categories did not allow the researcher to draw statistically significant conclusions. Therefore, the researcher analyzed the responses to the open-ended questions by following Miles and Huberman’s (1994) guidelines for descriptive, interpretive, and pattern codes, as well as their guidelines for counting the numbers and calculating percentages of recurrent themes in responses. Following are the prominent code categories and frequencies for each (Tables 3–6). Question 1: How can public relations educators more effectively teach or expose undergraduate students to job skills they will need as public relations professionals? Question 2: How can public relations educators more effectively teach or expose undergraduate students to professional characteristics they will need as public relations professionals? Table 3 Public relations supervisors’ (Supv.) job skills education suggestions. Job skills

Supv. (N = 56) Suggestions #

Supv. (N = 56) Suggestions %

Writing with constructive criticism Multiple internships Real life industry experience in classroom Industry guest speakers Business environment acumen Social media practice

21 14 12 10 9 3

38 25 21 18 16 5

Please cite this article in press as: Todd, V. Public relations supervisors and Millennial entry-level practitioners rate entry-level job skills and professional characteristics. Public Relations Review (2014), http://dx.doi.org/10.1016/j.pubrev.2014.05.002

G Model PUBREL-1292; No. of Pages 9

ARTICLE IN PRESS V. Todd / Public Relations Review xxx (2014) xxx–xxx

6

Table 4 Millennial entry-level employees’ (MEL) job skills education suggestions. Job skills

MEL (N = 109) Suggestions #

MEL (N = 109) Suggestions %

Real life industry experience in classroom Writing in multiple platforms Multiple internships Communicate with clients, media, employers Career counseling about job market Industry guest speakers Social media practice Shadow professionals on job Measurement and evaluation techniques

52 32 20 19 8 7 6 5 5

48 29 18 17 7 6 6 5 5

Table 5 Public relations supervisors’ (Supv.) professional characteristics education suggestions. Professional characteristics

Supv. (N = 56) Suggestions #

Supv. (N = 56) Suggestions %

Real life industry experience in classroom Multiple internships Critical thinking skills Industry guest speakers Shadow professionals on job Attend PRSA/PRSSA meetings

31 16 13 7 7 3

55 29 23 13 13 5

Table 6 Millennial entry-level employees’ (MEL) professional characteristics education suggestions. Professional characteristics

MEL (N = 109) Suggestions #

MEL (N = 109) Suggestions %

Business etiquette courses Real life industry experience in classroom Multiple internships Shadow professionals on job Industry guest speakers Critical thinking skills Network with professionals Conduct mock interviews

40 30 26 16 15 13 11 7

37 28 24 15 14 12 10 6

5. Discussion and conclusions As predicted by psychology researchers (Critcher & Dunning, 2009; Guenther & Alicke, 2010; Myers & Sadaghiani, 2010) and industry professionals (Centen, 2010; Gallicano et al., 2012; Heathfield, 2011; “Is Your Firm Ready for the Millennials,” 2006), the Millennial entry-level employees reported that their job performance was exceptional. They rated their job skills and professional characteristics in the above average range with the exception of acceptance of criticism, oral communication, and research skills, which they rated in the average range. The supervisors did not find the Millennials’ job performance as proficient. Supervisors rated six of the eight job skills and all 16 professional characteristics as significantly poorer than the Millennials rated themselves. The job skills of computer and social media skills were the only two items that did not generate a significant difference. Both groups rated Millennials’ computer and social media skills in the above average range. Supervisors rated Millennials’ other job skills and professional characteristics in the average range, with the exception of attention to details, critical thinking, and writing skills, which supervisors deemed below average. Employers have bemoaned graduates’ writing abilities for years (Brown & Fall, 2005; Cole et al., 2009; Hines & Basso, 2008; Pompper, 2011; Todd, 2009; Wise, 2005). This study’s results did not offer improvement in this area. Besides rating the Millennials’ writing skills as below average, 38% of the supervisors suggested that educators require students to gain more writing practice. Even though the Millennials rated their own writing abilities as above average, 29% agreed with supervisors by suggesting that undergraduates write more in various platforms. The basics of solid writing have been preempted by the advent of electronic communication and texting, which creates an informal, short-form of writing that is not valued by employers (Markley, 2012). Perhaps this change in writing style contributed to why public relations adjuncts overwhelmingly expressed exasperation regarding Millennial’ poor writing abilities (Pompper, 2011). The literature states that Millennial employees are supposed to be technology savvy because they are “digital natives,” the first generation to be surrounded by computers and digital media (Centen, 2010; Gallicano et al., 2012; Myers & Sadaghiani, 2010; Pompper, 2011). The results of this study validate that Millennials are proficient in their computer and social media skills. Both the Millennials and supervisors rated Millennials’ technology abilities as above average, and very few respondents Please cite this article in press as: Todd, V. Public relations supervisors and Millennial entry-level practitioners rate entry-level job skills and professional characteristics. Public Relations Review (2014), http://dx.doi.org/10.1016/j.pubrev.2014.05.002

G Model PUBREL-1292; No. of Pages 9

ARTICLE IN PRESS V. Todd / Public Relations Review xxx (2014) xxx–xxx

7

from each group suggested that undergraduates gain more social media instruction. These findings offer improvement from previous studies. Gower and Reber (2006) conveyed junior and senior public relations majors felt they were not sufficiently prepared to use new industry technology. Researchers have urged educators to teach students new media applications since the turn of the new millennium (Moody, 2010; “The Professional Bond,” 2006; Royal, 2005; Weisgerber, 2009; Wright & Hinson, 2008). Educators seem slow to stay current with industry trends of new media in the classroom (Moody, 2010; Schwalbe, 2009; Swanson, 2007). Millennials tend to guide their employers regarding the creation of social networking communities (Gallicano et al., 2012). The knowledge of how to form relationships via social media does not mean that Millennials demonstrate skill in their attention to details, critical thinking, and writing abilities. Even though the supervisors in this study considered entry-level employees’ computer and social media skills above average, it is unknown from the study’s data whether supervisors rated Millennials favorably regarding technology because they can strategically communicate persuasive messages to targeted publics and effectively evaluate the results, or because the Millennials are simply more comfortable using social media than their “digital immigrant” employers who encountered digital media as adults. Supervisors rated the Millennials’ critical thinking ability as below average. Twenty-three percent of supervisors commented that educators should teach students more developed critical thinking skills. Millennial respondents rated their own critical thinking as above average, and only 12% of Millennials suggested educators focus on enhancing this skill. Recent literature documents that employers complain about Millennials’ negative attitudes, including disrespectfulness, lack of motivation and loyalty, self-entitlement, and self-indulgence (Curtin et al., 2011; Gallicano et al., 2012; Hollon, 2008; Myers & Sadaghiani, 2010; Novelli, 2008). Supervisors and Millennials in the current study both gave the entry-level hires an average rating regarding their ability to accept criticism. Fifty-five percent of supervisors surmised simulating reallife industry experiences in the classroom can teach students a positive work demeanor, including how to better accept criticism and interact with divergent personalities and generations on the job. Thirty-seven percent of Millennials noted business etiquette courses would help students develop professional attitudes, humility, and a willingness to learn. The current study’s Millennials maintained that they possessed an above average awareness of professional ethics. Supervisors rated the Millennials’ ethical awareness as average, and employers in the literature tend to express dissatisfaction with Millennials’ lack of work ethic (Curtin et al., 2011; Gallicano et al., 2012; Myers & Sadaghiani, 2010).

5.1. Conclusions Recent literature has urged educators to adopt innovative pedagogy when catering to Millennials’ learning styles (Schwalbe, 2009), as well as recommending that employers improve relationships with Millennial hires by offering professional development and on-the-job training opportunities (Gallicano et al., 2012). Educators can help ease workplace tensions and teach students relevant job performance by creating a learning community composed of undergraduates, Millennial-aged employees, their employers, and faculty. Researchers have noted the need for three-way communication among student interns, industry supervisors, and faculty to improve the quality of internships (McDonough et al., 2009). A four-way dialog is necessary with the advent of Millennials entering the industry to improve the workplace and ensure students are mastering the knowledge and skills necessary to succeed in today’s society. Researchers have noted that Millennials prefer to work in teams because they believe working in groups is more fun and because they are fearful of taking risks on their own (Centen, 2010; Gallicano et al., 2012; Heathfield, 2011; “Is Your Firm Ready for the Millennials,” 2006; Myers & Sadaghiani, 2010; Phillips, 2008; Phillips & Torres, 2008). Millennials want to learn from a mentor, and they feel more loyalty toward those who take the time to bond with them (Centen, 2010; Gallicano et al., 2012; Heathfield, 2011; “Is Your Firm Ready for the Millennials,” 2006; Phillips & Torres, 2008; Schwalbe, 2009). Educators could invite Millennial employees and supervisors to act as resources for students beyond the networking of industry contacts. Millennials and employers could attend Public Relations Student Society of America meetings and talk to students about the job skills and professional characteristics employers value, as well as solutions the Millennials and their employers have found to work through generational differences. Educators could invite Millennials and employers to serve on advisory boards and participate in workshops or one-credit courses in which the supervisors teach undergraduates and Millennial employees the writing skills that employers deem as proficient. Millennials would benefit by becoming aware of the excellent standard of writing their supervisors expect them to produce and through receiving the feedback they require (Gallicano et al., 2012; Heathfield, 2011; “Is Your Firm Ready for the Millennials,” 2006; Myers & Sadaghiani, 2010). Undergraduates would benefit by gaining beyond-the-classroom writing experience. Public relations faculty would benefit by learning of newer writing styles and formats, which are quickly changing in today’s workplace. The four-way dialog could also encompass the social norms of the workplace. Employers could explain topics such as acceptance of criticism (Myers & Sadaghiani, 2010) and appropriate work ethic (Curtin et al., 2011; Myers & Sadaghiani, 2010). Employers could teach Millennials how to navigate workplace relationships with older coworkers, while making them aware of employer expectations of appropriate workplace behavior (Myers & Sadaghiani, 2010). The interaction would allow senior executives to learn about Millennials’ personality traits that may be foreign to them (Myers & Sadaghiani, 2010; Sangani, 2011). Undergraduates and faculty would be exposed to professional characteristics that are not commonly taught in the classroom (Brown & Fall, 2005; Todd & Levine, 2010). Please cite this article in press as: Todd, V. Public relations supervisors and Millennial entry-level practitioners rate entry-level job skills and professional characteristics. Public Relations Review (2014), http://dx.doi.org/10.1016/j.pubrev.2014.05.002

G Model PUBREL-1292; No. of Pages 9

ARTICLE IN PRESS V. Todd / Public Relations Review xxx (2014) xxx–xxx

8

The four-way dialog could create a give-and-take instruction regarding industry technology. Some professors resist incorporating new technology in the classroom because they experience apprehension about learning new digital formats (Schwalbe, 2009; Swanson, 2007). Employers who are not accustomed to using digital media tend to allow Millennials to take the lead when using social media (Gallicano et al., 2012). Millennials can teach employers and faculty the technology of creating social media communities. Faculty and supervisors can improve Millennials’ and undergraduates’ attention to detail and critical thinking skills by teaching them how to use technologies to strategically communicate with publics and evaluate the results. Senior-level employers may feel uncomfortable with Millennials’ need for frequent feedback and the decline of the supervisor–employee hierarchy (Myers & Sadaghiani, 2010). It is imperative that the workplace evolves as the Baby Boomers begin to retire and employers attempt to create work environments that will attract and retain the next generation of industry professionals (Faw, 2012; Heathfield, 2011; “Is Your Firm Ready for the Millennials, 2006; Matchar, 2012; Sangani, 2011). Open communication between a supervisor and an employee influences the employee to possess heightened commitment to the organization (Dailey, 2008). Gallicano et al. (2012) found that Millennial employees desired their employers to provide real-time constructive feedback after they completed a task to strengthen work relationships. The increased level of freeflowing mentoring among employers and Millennials through participation in forums such as the suggested workshops might help Millennials develop the professional demeanor and job skills that would influence employers to determine they deserve a promotion (Centen, 2010; Myers & Sadaghiani, 2010; Phillips & Torres, 2008). Employers may become more willing to discuss with Millennials ways to design workplace options that would satisfy their desire for flexibility and onthe-job perks (Centen, 2010; Heathfield, 2011; Myers & Sadaghiani, 2010; Phillips, 2008; Phillips & Torres, 2008). These give-and-take exchanges may assuage Millennials’ inclination toward entitlement (Centen, 2010; Curtin et al., 2011; Myers & Sadaghiani, 2010) and persuade them to remain loyal to an employer (Centen, 2010; Faw, 2012; Gallicano et al., 2012; “Is Your Firm Ready for the Millennials,” 2006; Matchar, 2012; Phillips & Torres, 2008; Sangani, 2011). Educators must prepare graduates by teaching them the job skills and professional characteristics prevalent in the industry. Academic and trade literature overwhelming surmises that “real life” experiences beyond the traditional classroom, such as internships, industry guest speaker events, and the opportunity to shadow professionals are ways for faculty to expose students to industry attributes (Beebe et al., 2009; Brown & Fall, 2005; McDonough et al., 2009; Phillips, 2008; Pompper, 2011; Schwalbe, 2009; Swanson, 2007; Todd, 2009). The four-way dialog created by developing learning communities of undergraduates, Millennial employees, industry supervisors, and faculty can help disparate generations bond, give undergraduates opportunities to make contacts that may lead to internships and post-graduation employment, and ensure entry-level hires will be armed with work performance attributes that will help them adapt to the workplace. 6. Limitations and future research Although the survey was sent to a number of PRSA members, the completion rate of the survey was small. Also, due to the researcher’s request that participants share the survey link with colleagues via e-mail and social media, the researcher cannot determine how many qualified respondents were exposed to the survey nor determine an accurate response rate. Therefore, the study’s results, although consistent with previous academic and trade literature, may not be generalizable with a certain margin of error toward the larger population of Millennial entry-level practitioners and public relations supervisors. However, the results can give a descriptive pilot study view of Millennial entry-level job performance, and begin filling the gap of empirical research that examines the Millennial generation in the workforce. Future research could expand on this study by continuing to gather and analyze the opinions of Millennial workers and their employers to determine a more well-rounded assessment of Millennials’ industry acumen. References Beebe, A., Blaylock, A., & Sweetser, K. D. (2009). Job satisfaction in public relations internships. Public Relations Review, 35(2), 156–158. Berger, B., Reber, B. H., & Heyman, W. C. (2005). Illuminating the path to success in public relations. A paper presented in the International Communication Association 2005 Annual Meeting in New York, NY. Brown, A., & Fall, L. T. (2005). Using the port of entry report as a benchmark: Survey results of on-the-job training among public relations internship site managers. Public Relations Review, 31(2), 301–304. Bush, L. (2009). Student public relations agencies: A qualitative study of the pedagogical benefits, risks, and a framework for success. Journalism & Mass Communication Educator, 64(1), 27–38. Centen, C. (2010, June 9). Are ‘millennial’ employees a challenge or an opportunity for employers? Retrieved from: Talent Egg Career Incubator, http://talentegg.ca/incubator/2010/06/09/are-%E2%80%98millennial%E2%80%99-employees-a-challenge-or-an-opportunity-for-employers/ Cole, R. T., Hembroff, L. A., & Corner, A. D. (2009). National assessment of the perceived writing skills of entry-level PR practitioners. Journalism & Mass Communication Educator, 64(1), 10–26. Conway, M., & Groshek, J. (2009). Forgive me now, fire me later: Mass communication students’ ethics gap concerning school and journalism. Communication Education, 58(4), 461–482. Critcher, C. R., & Dunning, D. (2009). How chronic self-views influence (and mislead) self-assessments of task performance: Self-views shape bottom-up experiences with the task. Journal of Personality and Social Psychology, 97(6), 931–945. Curtin, P. A., Gallicano, T., & Matthews, K. (2011). Millennials’ approaches to ethical decision making: A survey of young public relations agency employees. Public Relations Journal, 5(2). ISSN 1942-4604. Dailey, S. L. (2008). Friend or foreperson?: Leader-member exchange in supervisor and intern relationships. A paper presented in the National Communication Association 2008 Annual Meeting in San Diego, CA. Faw, L. (2012, July 19). How Millennials are redefining their careers as hustlers. Retrieved from: Forbes, http://www.forbes.com/sites/larissafaw/2012/ 07/19/how-millennials-are-redefining-their-careers-as-hustlers/

Please cite this article in press as: Todd, V. Public relations supervisors and Millennial entry-level practitioners rate entry-level job skills and professional characteristics. Public Relations Review (2014), http://dx.doi.org/10.1016/j.pubrev.2014.05.002

G Model PUBREL-1292; No. of Pages 9

ARTICLE IN PRESS V. Todd / Public Relations Review xxx (2014) xxx–xxx

9

Gallicano, T. D., Curtin, P., & Matthews, K. (2012). I love what I do, but. . .A relationship management survey of Millennial generation public relations agency employees. Journal of Public Relations Research, 24(3), 222–242. Gower, K. K., & Reber, B. H. (2006). Prepared for practice? Student perceptions about requirements and preparation for public relations practice. Public Relations Review, 32, 188–190. Guenther, C. L., & Alicke, M. D. (2010). Deconstructing the better-than-average effect. Journal of Personality and Social Psychology, 99(5), 755–770. Hardin, M. C., & Pompper, D. (2004). Writing in the public relations curriculum: Practitioner perceptions versus pedagogy. Public Relations Review, 30, 357–364. Heathfield, S. M. (2011). Managing millennials: Eleven tips for managing millennials. Retrieved from: About.com, http://humanresources.about. com/od/managementtips/a/millenials.htm Hines, R., & Basso, J. (2008). Do communication students have the write stuff?: Practitioners evaluate writing skills of entry-level workers. Journal of Promotion Management, 14, 293–307. Hollon, J. (2008, March 3). Millennials at the gate. Retrieved from: Workforce Management, http://www.workforce.com/section/01/feature/25/40/27/index. html Hornaman, L., & Sriramesh, K. (2003). Public relations: Professionalism and education. A paper presented in the International Communication Association 2003 Annual Meeting in San Diego, CA. (2006, March 8). Is your firm ready for the millennials? Retrieved from: Knowledge@Emory, http://knowledge.emory.edu/article.cfm?articleid=950 Larsen, P. V., & Len-Rios, M. E. (2006). Integration of advertising and public relations curricula: A 2005 status report of educator perception. Journalism & Mass Communication Educator, 61(1), 33–47. Markley, J. (2012, June 29). Millennials find tough job market. Retrieved from: Pittsburgh Business Times, http://www.bizjournals.com/pittsburgh/ news/2012/06/29/millennials-find-tough-job-market.html?page=all Matchar, E. (2012, August 16). How those spoiled millennials will make the workplace better for everyone. Retrieved from: Washington Post, http://articles.washingtonpost.com/2012-08-16/opinions/35490487 1 boomerang-kids-modern-workplace-privileged-kids McCleneghan, J. S. (2007). The PR counselor vs. PR executive: What skill sets divide them? Public Relations Quarterly, 52(4), 15–17. McDonough, K., Rodriguez, L., & Prior-Miller, M. R. (2009). A comparison of student interns and supervisors regarding internship performance ratings. Journalism & Mass Communication Educator, 64(2), 140–155. Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis (2nd ed.). Thousand Oaks, CA: Sage. Moody, M. (2010). Teaching Twitter and beyond: Tips for incorporating social media in traditional courses. Journal of Magazine & New Media Research, 11(2), 1–9. Muir, C. (2004). Learning soft skills at work. Business Communication Quarterly, 67(1), 95–101. Myers, K. K., & Sadaghiani, K. (2010). Millennials in the workplace: A communication perspective on Millennials’ organizational relationships and performances. Journal of Business Psychology, 25, 225–238. Novelli, P. (2008, June 23). Mastering Millennials: Porter Novelli offers insight into a generation that’s reinventing the workplace. Retrieved from: PR Newswire, http://finance.paidcontent.org/paidcontent/news/read?GUID=703&Symbol=OMC Phillips, C. (2008). Get the best out of Millennials by tweaking habits. Advertising Age, 79(6), 20. Phillips, C., & Torres, C. (2008). The inside scoop on what spurs millennial hires. Advertising Age, 79(35), 56. Pompper, D. (2011). Cheap labor speaks: PR adjuncts on pedagogy and preparing Millennials for careers. Public Relations Review, 37(5), 456–465. Royal, C. (2005). Teaching web design in journalism and mass communications programs: Integration, judgment, and perspective. Journalism & Mass Communication Educator, 59(4), 400–414. Sangani, P. (2011, September 9). Why millennial employees need to be managed differently: Chip Espinoza, CEO, GenNext Consulting. Retrieved from: The Economic Times, http://articles.economictimes.indiatimes.com/2011-09-09/news/30135775 1 millennials-managers-bosses Schwalbe, C. B. (2009). Leveraging the digital media habits of the Millennials: Strategies for teaching journalism courses. Southwestern Mass Communication Journal, 25(1), 53–68. Swanson, D. J. (2007). Training future PR practitioners and serving the community through a learn by doing undergraduate university curriculum. Public Relations Quarterly, 52(3), 15–20. The Commission on Public Relations Education. (2006). The professional bond: Public relations education for the 21st century. Retrieved from: http://www.commpred.org/theprofessionalbond/ Todd, V. (2009). PRSSA faculty and professional advisors’ perceptions of public relations curriculum, assessment of students’ learning, and faculty performance. Journalism & Mass Communication Educator, 64(1), 71–90. Todd, V., & Levine, G. (2010). Internship supervisors’ evaluation of communications majors’ internship performance. A paper presented in the Association for Education in Journalism and Mass Communication 2010 Annual Meeting in Denver, CO. Weisgerber, C. (2009). Teaching PR 2.0 through the use of blogs and wikis. Communication Teacher, 23(3), 105–109. Wise, K. (2005). The importance if writing skills. Public Relations Quarterly, 50, 37–48. Wright, D. K., & Hinson, M. (2008). Examining the increasing impact of social media on the public relations practice. A paper presented in the International Public Relations Research Conference 2008 Annual Meeting in Miami, FL.

Please cite this article in press as: Todd, V. Public relations supervisors and Millennial entry-level practitioners rate entry-level job skills and professional characteristics. Public Relations Review (2014), http://dx.doi.org/10.1016/j.pubrev.2014.05.002