Education: Importance of Evaluation to the Public Relation Plan, Essay Example

Q.1

There is importance of evaluation to the public relation plan. For an effective process and product evaluation of public relations program to take place, there is need for a mandatory total plan within a given period of time. With all the objectives, goals, tactics, strategies and all the activities outlined; then the results evaluation can take place more easily. Then the evaluator is able to know where the public relations are directed to or towards reaching an established goal.

The experts in the public relations emphasizes that the evaluation with no predetermined objectives and goals is just futile.  In setting the public relation objectives and goals, it is important to recognize that the measuring public relations effectiveness.

There are several major reasons for evaluating to the public relations plan. They include improving the existing public relations activities so as to make them more effective. This may also include adding the public relations activities that are of value and importance to the society. The public relations that are reviewed and found to be important are not just put away but they are incorporated into the public relations activities for benefit of society.

Another major reason for evaluation to the public relations plan is to determine if the program of public relations do achieve the intended results. The results should be looked at all instances so as to evaluate whether goals and objectives are being reached at.

The third importance of evaluation to the public relations plan is to determine whether the results being gotten are worth the time spent in them or they are just unworthy to be planned. It also helps to know whether they are worth money spent or they are there just wasting time and money without any worth outcomes.

Another importance of evaluation is bringing a greater visibility to the public relations program accomplishments. The public relations should be looked upon whether it is possible for it to be visible by the society and whether it can be accomplished well in its programs undertakings.

Q.2

There are various ways a superintendent can evaluate the principal’s effectiveness as a communicator. The superintendent can assess the principal through self assessment or through confidential ways with no other person being involved between them. The superintendent can rate him on how effectively he communicates with all the staff members in his school. The communication rating between the principal and the staff members in the institution determines very much on how well the institution is being managed. The communication rating and the public relations go hand in hand in any institution setting. The principal communication may be rated as always or superior, usually or strong, sometimes or satisfactory, rarely or marginal, never or inferior and unknown or not applicable.

The best communicator may be rated up to usually or strong which is not very bad for an effective communicator. The relationship between the principal and the staff is of significance in the development and institution development. The good the principal is in communication and his frequency of his communication to a greater extent determines how productive his staffs are. Their willingness and argue to perform increases with increased communication from the principle. This is one way in which the superintendents may use to evaluate the principal’s effectiveness in communication.

The superintendents may also gather and organize data which may be evaluated with school public relations consultant assistance to determine how well he communicates between principal and the students. The principal may be rated on how well and often he communicates with the students. The measurable rating scales from an always communicating or superior communicator, usually or strong communicator, sometimes or satisfactory, rarely or marginal, never or inferior and those whose their communication scale is unknown or not applicable. This is an important aspect in any institution as it determines how successful the students will be. If the principal does not communicate frequently to the students, then there may be a tendency by the students to relax and assume their duties and whatever they are supposed to do.

Principle who communicates very rarely to his students is seen as reluctant to his work or job by the students’. Therefore there is need to evaluate the communication effectiveness by the superintendents so as to rate those who are poor communicators in their institution as this is a big determinant of how well student stay with each other.

A principle who never communicates to his students should never be given more time to head schools as this is just a time bomb which may cause disruptions in institution as students needs to be communicated to each and every time.

The committee process whereby the staff and the parents helps very much in assisting in gathering and analysis of the data concerning the communication effectiveness of the principal. The superintendent may be able to rate the communication effectiveness in the principal by knowing whether he is an effective communicator. This mainly targets on how often he talks to the teachers or team leaders in his institution. The often the principal communicates to his teachers, the more effective he able to manage the school and the students. A principal who communicates always to his teachers does not encounter a lot of problems while managing his school or dealing with the problems when they arise. The superintendents are supposed to know how well the principal is by enquiring from the teachers themselves so as to be able to know how well they will try and improve the communication element in him.

Still on the communication effectiveness between the principal and the teachers, the rating is also measurable and recommended. The rating scale may be always or superior which is most preferred, this means that the principal communicates very often to his teachers. This is very healthy and very much encouraged among them. The rating scale may also be strong or usual, this is usually not very bad and the principal with this rate may not be rated to be poor communicator.  The principal may also be rated as one who communicates sometimes or satisfactory to his teachers. This is also not very bad for a good communicator although it is not very much encouraged.

Other are the rarely communicator who at any point is not encouraged to be a principal and should try at his best to improve at all cost. The principal who never speaks should not even lead or head teachers at all.

There is need therefore to access the communication effectiveness among the principals so as to know who among them needs to improve on his communication status and effectiveness.