TRAINER’S GUIDE

Message Development
and Delivery
2.5 hours / 3

Introduction to Module 3

Successful message development and delivery is central to effective risk communication. In Module 3 we introduce the key components of crisis and risk communication messages that reflect how individuals process information during high stress situations. We will discuss the impact of metamessages, validating the emotional response, as an effective communication strategy in high stress situations. We will analyze messages taken from recent food safety and defense incidents by applying principles and concepts discussed in earlier modules. Using message development tools and templates, we will craft risk communication messages addressing food-related crises.

Module 3 Learner Outcomes

Upon completion of Module 3, participants will be able to:

§  Describe how a traditional communication model changes in a high stress situation. (Topic 1)

§  Describe the factors that enhance spokesperson trust during high stress situations. (Topic 1)

§  List anticipated audience questions that may be raised during a foodborne outbreak. (Topic 2)

§  Complete a message map that addresses a foodborne outbreak scenario. (Topic 2)

§  Identify the main components of an emergency risk communication message. (Topic 3)

§  Define metamessaging and describe how this strategy fosters trust and credibility. (Topic 3)

§  Craft risk communication messages that include the key components: information, self-efficacy statements, and metamessages. (Topic 3)

Module 3 Overview

Introduction to Module 3 5 minutes
TOPIC 1: Communicating in High Stress Situations 40 minutes
§  How communication changes in high stress situations
§  Establishing trust and credibility in high stress situations
§  Message goals and strategies for the 4 stages of a crisis
§  Unpacking the message: application activity
TOPIC 2: Message Mapping & Practice 40 minutes
§  Purpose of message mapping
§  Rule of three
§  Steps for developing message maps
§  Uses and limitations of message maps
§  Message mapping practice
TOPIC 3: Developing Risk Communication Messages 60 minutes
§  Key preparedness activities for developing risk communication messages
§  Purpose of metamessaging
§  Key components of a risk communication message
§  Self-efficacy statements
§  Risk communication message practice
Summary of Module 3 5 minutes
Total 2.5 hours

Best Practices Introduced in Module 3

§  Accept uncertainty & ambiguity

§  Demonstrate honesty, candor & openness

§  Communicate with compassion, concern & empathy – metamessaging

§  Provide messages of self-efficacy – what you must do, what you should do, what you could do…

Module 3: Message Development & Delivery / 2.5 hours
# / CONTENT / TRAINER NOTES / RESOURCES
T1.1 / INTRODUCTION TO MODULE 3:
MESSAGE DEVELOPMENT & DELIVERY
In this module we will apply the concepts and theories introduced in the first two modules. In order to create messages, participants should be able to answer the following:
Review Questions:
§  What is the relationship between the communicator and audience in the risk communication model? [Ans: 2-way exchange, multi-directional]
§  What are the three goals of risk communication?
1) Tailor communication so it takes into account emotional response to event
2) Empower audience to make informed decision-making
3) Prevent negative behavior (that hampers response or causes more harm) and encourage constructive response to crisis
§  What 2 factors determine risk perception? [Ans: hazard/outrage or facts/feelings or subjective/objective analyses]
§  What are normal and useful adjustment reactions to high risk situations? [Ans: fear] / See Module 1, Topic 1
See Module 1, Topic 2
See Module 2, Topic 1
T1.2 / MODULE 3 TOPICS:
§  Topic 1: Communicating in High Stress Situations
§  Topic 2: Message Mapping and Practice
§  Topic 3: Developing Risk Communication Messages
T1.3 / MODULE 3 LEARNER OUTCOMES
T1.4
M3 Topic One
Communicating in High Stress Situations / 40 minutes
# / CONTENT / TRAINER NOTES / RESOURCES
T1.5 / TOPIC 1: COMMUNICATING IN HIGH STRESS SITUATIONS
This section addresses crisis communication
T1.6 / The basic communication model includes:
§  Sender - communicator
§  Receiver – public, partners, stakeholders
§  Channel – medium used to convey information
§  Message – content presented
§  Feedback – receiver’s response message
§  Noise – barriers that may interfere with reception (physical, receiver’s stress level)
§  Environment – time and place
Optional Activity:
Create a drawing that illustrates a low stress/normal communication situation and include all 7 components found in the basic communication model. / Supplies:
§  Blank paper
§  Markers
§  Masking tape for posting
T1.7 / TRUST FACTORS IN LOW STRESS SITUATIONS
During normal, LOW STRESS situations, trust in the communicator is based on level of competence and expertise.
Optional Activity:
§  Ask participants to take out “Risk=Hazard + Outrage” worksheets completed in Module 1 (or refer to flipchart sheet where you compiled/recorded responses)
§  Refer to the issues identified in “Public Relations” and “Precaution Advocacy” sectors.
§  These 2 quadrants represent “low stress” situations.
§  Who would be the trusted communicators to address these food issues you identified in these 2 areas?
§  Who would be less trusted? Why? / Source: Vincent Covello
Module 1 Handout:
Risk = Hazard+ Outrage worksheet completed in Module 1
T1.8 / TRUST FACTORS IN HIGH STRESS SITUATIONS
During HIGH STRESS situations, trust factors change:
§  Listening, caring and empathy becomes become primary factors for establishing trust
§  This is assessed within the first 30 seconds
§  Competence and expertise becomes less important
Discussion:
§  Traditionally, we select “official spokespersons” based on the position or level of expertise and NOT ability to express empathy and caring
§  Classic example of spokesperson empathy & caring was Rudy Giuliani’s response to question concerning the projected number of fatalities on 9/11: “The loss of life... is greater than any of us can possibly bear.” / Source: Vincent Covello
T1.9 / high stress impact on communication
§  Sender – effectiveness depends on credibility & trust
§  Receiver – reduced ability to process complex information
§  Messages – need to be simplified
§  Feedback – important to gage public’s response
§  Noise – interferes with ability to process information
Optional Activity:
Create a drawing that illustrates a HIGH stress event and illustrate how the model changes. / Source: Vincent Covello
Supplies:
§  Blank paper
§  Markers
§  Masking tape for posting
T1.10 / Application Discussion;
§  This is quote from the E.coli outbreak that occurred in a restaurant chain on the East Coast in December, 2006.
§  Based on the last slide, what does this statement illustrate? [Ans: Expresses sympathy for victims and also expertise- company president.]
Note:
§  Messages must reflect actions or realities. While spokesperson during Hurricane Katrina expressed sympathy for victims, response efforts did not reflect caring and empathy. These messages were perceived to be insincere and further eroded trust. / Risk Comm Clipping File #11
T1.11 / PROCESSING INFORMATION IN LOW & HIGH STRESS SITUATIONS
HOW we communication during HIGH stress situations is decidedly different than normal situations.
Low: Receiver can process an average of 7 bits of information (e.g. telephone number)
High: Reduced to 3 information bits
Low: Info is processed in a linear order (1,2,3)
High: Info is processed in primacy (1,3,2) or recency order (3,2,1)
Low: Info is processed at an average grade level (local newspapers written at 8th grade reading level.)
High: Info is processed at MINUS 4 grade levels (e.g. from 8th grade to 4th grade)
Low: Focus is on competence, expertise, knowledge (title, credentials)
High: Focus is on caring, empathy, compassion
concept (metamessages) / Source: Vincent Covello
To determine reading level:
In Microsoft Word select:
§  Tools/Options/Spelling-Grammar tab/”Show readability statistics”
§  At the end of your Spelling/Grammar check, a Flesch-Kincaid reading level for your document will appear in a pop-up window
T1.12 / COMMUNICATION ADJUSTMENTS IN HIGH STRESS SITUATIONS
Because MENTAL NOISE interferes with receiver’s ability to process information, you should:
§  Simplify the message (reading level)
§  Reduce number of message points to maximum of 3 points
§  Use short sentences
§  Use numbers carefully
§  Use pictures or graphics to present ideas
Note:
Limitation of creating pre-scripted crisis messages is that they often do not capture high stress communication approach needs / Source: Vincent Covello
T1.13 / Application Discussion:
§  What high stress communication strategies are demonstrated in this message? [Ans: simplified message, direct, short sentence, gives people something to do.] / Risk Comm Clipping File #12
T1.14 / Discussion:
§  What high stress communication strategy was used as part of this company’s recall message? [Ans: use of graphics] / Risk Comm Clipping File #13
T1.15 / Note:
§  This is another simplified message.
§  It is written at a 4th grade readability level using short words and short sentences. / Risk Comm Clipping File #14
T1.16 / 4 stages of a crisis
Communication goals and strategies change with each phase.
§  Preparedness – pre-event
§  Initial Response – first 48 hours of the crisis
§  Response maintenance – expansion of response
§  Recovery – post-event / Source:
#5 Reynolds, Crisis and emergency risk communication
T1.17 / Preparedness Phase – pre-crisis phase
§  Build credibility and trust with public, stakeholders and media – remember trust is slow to establish, don’t wait until the crisis hits
§  Educate and inform public – public can process more complicated information at this low stress level stage
§  Message maps – will be discussed in the next section of this module (Topic 2)
§  Test messages - with publics, partners and stakeholders (More in Module 4) / Source:
#5 Reynolds, Crisis and emergency risk communication
T1.18 / Initial Response Phase – Critical first 48 hrs
A bioterrorism event may involve many unknowns.
Remember “mystery” (unknowns) intensifies the fear. You cannot wait until you have all of the answers.
§  Be first, be right, be credible – overriding principle
§  Acknowledge event with empathy – established trust
§  Explain and inform public concerning risk:
·  What you know
·  What you don’t know
·  What you’re doing about it
§  Commit to continued communication with public, partners and stakeholders
§  Keep communication channels with public, stakeholders and media open / See Module 2, Topic 3
Source:
#5 Reynolds, Crisis and emergency risk communication
T1.19 / Maintenance Response Phase – Expansion of response
§  Continue to help public accurately understand its own risks
§  Empower risk/benefit decision-making – from “don’t eat spinach… to “you may boil spinach…”
§  Provide background information – role of SMEs
§  Gain understanding and support for response and recovery plans
§  Listen to audience and stakeholder feedback and correct misinformation – multi-directional communication / Source:
#5 Reynolds, Crisis and emergency risk communication
T1.20 / FIRST 48 HOURS – FILLING THE INFORMATION VOID
T1.21 / Recovery Phase – Post-event phase
§  Relief/celebration/thanks for getting through the event – continue to express empathy & caring
§  Instill trust and confidence in food system – trust based on credibility & expertise in this low stress phase
§  Listen to public and stakeholders perception of your effectiveness - continue multi-directional communication
§  Acknowledge short comings and how they will be rectified in the future – must reflection actual policy or actions / Sources:
#5 Reynolds, Crisis and emergency risk communication
#7 World Health Organization. Effective media communication during public health emergencies handbook
T1.22 / Typical mistakes we make in high risk situations / Source: Steven Venette
T1.23 / Optional Activity:
Purpose: Deconstruct message examples by applying concepts introduced in Modules 1 and 3.
§  Distribute selected “Unpacking the Message” examples to individuals or small groups
§  Ask participants to answer questions 1-5 on the “Unpacking the Message” worksheet.
§  Share findings with the group. / Handouts:
“Unpacking the Message” #4, 5, 20, 21,23, 24
M3.T1.Unpacking the Message worksheet.doc
M3 Topic Two
Message Mapping & Practice / 40 minutes
# / CONTENT / TRAINER NOTES / RESOURCES
T2.24 / TOPIC 2: MESSAGE MAPPING & PRACTICE
Developing message maps is a helpful first step in developing risk communication messages. Message maps serve as a useful tool in organizing and simplifying complex content.
T2.25 / What is a message map?
Message mapping was developed by Dr. Vincent Covello of the Center for Risk Communication. The approach is based on how people process information during times of stress. / Source: Vincent Covello
http://www.centerforriskcommunication.com/home.htm
T2.26 / Functions of message map / Source: Vincent Covello
T2.27 / Message maps are based on the “Rule of Three”
Review:
In high stress situations, people can process 3 information bits.
Rule of Three states in HIGH stress situations, we should:
§  Present 3 key messages
§  Repeat key message 3 times
§  Prepare 3 supporting messages for each key message
Note: Rule of 3 has 3 components
In LOW stress situations, we can process up to 7 information bits (e.g. 7-digit telephone numbers) / Source: Vincent Covello
See Module 3, Topic 1
T2.28 / COVELLO’S 27/9/3 RULE
Ideally, messages will be structured to meet the “27/9/3 Rule”
§  Total of 27 words
§  Delivered in no more than 9 seconds
§  Featuring 3 key messages
Optional Activity:
§  Using the “Professional Message Map” worksheet presented in the training introduction, ask participants to try to apply their key messages to the 27/9/3 format.
§  Ask for volunteers to restate their introductions in 9 seconds, using no more than 27 words. / Source: Vincent Covello
See Training Introduction
Handouts:
Intro2.Professional Message Maps
T2.29 / Steps for developing message maps
Step 1: Develop a list of all questions you may be asked to address:
§  What are the 3 most important things you would like your audience to know?
§  What are the 3 most important things your audience would like to know?
§  What are the 3 most important things your audience is likely to get wrong unless they are emphasized? / Source:
#1 Covello, V. Message mapping, risk and crisis communication
#7 World Health Organization. Effective media communication during public health emergencies handbook
T2.30 / MESSAGE MAP EXAMPLE: ANTHRAX
This a sample message map addressing the question: What should I know about anthrax?”
§  Three key points (total 22 words)