Crisis Communications Guide

CIF State

Crisis Communications Guide

Revised: October 22, 2015

Overview

Goal & Purpose

The goal of the Crisis Communications Plan and Implementation Guide is to provide a standardized strategy to manage events or situations that are unexpected, and otherwise have potentially negative consequences for the California Interscholastic Federation.

The purpose of this manual is to set forth a crisis communication plan that provides a unified structure, management, and communication resource necessary prior to a crisis in order to provide an accurate rapid response, establish accountability and minimize impacts.

Parameter for Use and Trigger Points

Each crisis will be unique. The development of this document will serve as the generalized structure with core messages for any crisis. Specific resources will be obtained and should be incorporated into this plan as the situation unfolds and information becomes available. It is essential that the development of a crisis communication team also entails the predetermined priority of circumstances or scenarios that provide the potential for negative exposure to the California Interscholastic Federation (CIF). These priorities will activate or “trigger” the use of this plan.

The California Interscholastic Federations has defined the following events as Trigger Points:

·  Death

·  Violence

·  Threats

·  Behavioral Issues by coaches, student-athletes, employees, spectators, etc.

This plan contains reference materials that may be helpful in covering a crisis.

Crisis Communication Checklist

ð  Understand the Crisis

Gathering as much of a factual summary of the event/situation along with contacts and an associated timeline will be vital to determining the extent of the crisis and the corresponding response needed from the CIF.

ð  Activate Crisis Communication Team

Having a central notification location and/or media center that houses contact information will allow for quick activation. Once the designees are contacted, the crisis communication team will follow the protocol outlined in the crisis communication plan.

ð  Assess the Situation

Confirming all the information and sources gathered so far will be essential as the crisis progresses. Answering the questions of who, what, when, where, and why along with specific questions about timelines and impacts.

ð  Identify Actions

Defining clear roles of responsibilities for the CIF in responding to a crisis will be helpful in the determining actions required. Addressing the need for 3rd party resources and specialists to this particular crisis will be important at this step.

ð  Develop Response

Determine procedures for your action plan – the steps of assembling a team, analyzing the situation, developing messages and reacting should be finalized quickly. Formulating key messages that provide one clear message in a timely manner is central.

ð  Communicate with Audiences

Identify and communicate to key audiences honestly, openly, and in a timely fashion.

ð  Re-evaluate Conditions

As new information emerges, changes in your messages or outreach to different audiences and/or the CIF’s defined role should be continuously re-evaluated and should evolve to reflect the most up-to-date information.

ð  Define Recovery

Once the crisis is resolved, a plan that addresses the reason for the crisis and any changes in procedures or protocol should be created and include communication outreach that was used during the crisis situation.

Assess the Situation

As you move towards communication actions, specifically gathering information to support your key messages, use these questions to guide you to finding answers:

1.  What is the problem? What is its cause?

______

2.  Do you have concerns over the incident for CIF, student-athletes, spectators, or others?

______

3.  Has anyone been hospitalized, showing illness symptoms, or other adverse health effects? ______

4.  What is the date and time of problem (if applicable)?

______

5.  How widespread is the issue?

______

6.  What is your response to the problem?

______

7. Is there involvement of outside agencies?

______

8.  What are the possible actions that can be taken to address the issue? How will the CIF make things right?

______

9.  Will the CIF change or stop what has led to the crisis? If not, why?

______

10.  What are the steps that will be put in place to prevent future occurrences?

______

Key Situational Messages

Remember the “Four Rs” of crisis communications that may not be applicable in any situation as you draft your key messages:

Regret: / The first thing we should do is express concern that a problem has developed – even if it was not the CIF’s fault.
Responsibility: / Whether the cause of the problem was the CIF’s fault or not, the CIF should be prepared to take responsibility for solving the problem. Our actions will reinforce its words and provide a credible demonstration of the CIF’s commitment to doing the right thing.
Reform: / Our various stakeholder audiences must know the operation is taking steps to ensure the problem will not happen again.
Restitution: / If appropriate, detail how the CIF will help those who have been affected by the problem.

Message Map Template

The message map below has several parts:

·  Stakeholders: identify to whom the message is going to.

·  Question or concern: stating the issue to address keeps the focus.

·  Key messages (1-3): Message maps that are concise (3 key messages), brief (9 seconds), and with clarity (27 words) that are written at the 6-8th grade level for increased audience understanding.

·  Supporting Information (1-3): amplifies the key messages by providing additional facts or details. Supporting information can also take the form of visuals, analogies, personal stories or citations of credible information sources.

Message Map Template

Stakeholder:
Question or Concern:

Key Message 1

/

Key Message 2

/

Key Message 3

Supporting Information 1-1

/

Supporting Information 2-1

/

Supporting Information 3-1

Supporting Information 1-2

/

Supporting Information 2-2

/

Supporting Information 3-2

Supporting Information 1-3 / Supporting Information 2-3 / Supporting Information 3-3

A Five-Step Model for Preparing Messages

Building on the above key messages developed is this five-step model for delivering the prepared messages.

A Five-Step Model for Preparing Messages
Answers should: / By:
1. Express empathy, listening, caring or compassion as a first statement. / §  Using personal pronouns, such as “I” “we” “our” or “us”’
§  Indicating through actions, body language and words that you share the concerns of those affected by events
§  Acknowledging the legitimacy of fear and emotion
§  Using a personal story, if appropriate (for example, “My family . . . “), and
§  Bridging to the key messages.
2. State the key messages. / §  Limiting the total number of words to no more than 27;
§  Limiting the total length to no more than 9 seconds;
§  Using positive, constructive and solution-oriented words as appropriate; and
§  Setting messages apart with introductory words, pauses, inflections.
3. State supporting information. / §  Using three additional facts;
§  Using well thought out and tested visual material, including graphics, maps, pictures, video clips, animation, photographs and analogies;
§  Using a personal story;
§  Citing credible third parties or other credible sources of information.
4. Repeat the key messages. / §  Summarizing or emphasizing the key messages.
5. State future actions. / §  Listing specific next steps; and
§  Providing contact information for obtaining additional information, if appropriate.

Media Basics - Review these steps before Media Interviews

Remember the media’s role is to objectively tell all sides of a story, even if views are unpopular. Don’t expect reporters to present only your perspective and never tell a reporter how to report a story. Don’t expect a reporter to make you look good; make yourself look good by providing clear, concise information.

ð  Know who’s calling. When a reporter calls, ask some questions to determine whom you’re talking to and what they need. If you don’t know a reporter, get his/her name, employer and phone number. Clarify what information she/he is seeking from you.

ð  Identify yourself. Don’t assume a reporter knows who you are or what you do just because they’ve called. Provide your name, title, company or agency name and names of other people or programs you’re discussing.

ð  Respect deadlines. Reporters live by unbending deadlines. If a reporter calls for immediate comment, try to help or point them to someone who can. But beware of giving a “quickie” response if you have inadequate information.

ð  Respond promptly. Return media calls promptly. If a reporter catches you unprepared, find out what he/she is looking for and offer to call back in a few minutes. Gather your thoughts, anticipate questions, plan your response and call back quickly. If you have an appointment for an interview, be there. Dodging a reporter won’t make the story disappear; it just will be reported without your perspective.

ð  Tell the truth. Never lie. Always tell the truth. If you don’t know or aren’t sure, say so and don’t guess. Your credibility is at stake. Being truthful does not mean telling all you know. Use good judgment.

ð  For the record. Anything you say to a reporter is fair game for a story. If you don’t want it reported, don’t say it. Asking a reporter to go “off the record” is not appropriate. Don’t ask reporters not to print something after you say it.

ð  Avoid no comment. “No comment” sounds suspicious. If you really can’t comment, explain why. “We’re gathering that information and will provide it when it’s finalized.” Or “Our policy doesn’t allow us to comment on personnel matters.” It’s OK to say you don’t know and offer to find out.

ð  Use your Key points. Before interviews, identify the three main points you want to make. For each point, develop three responses that support or help communicate that point. Work on making key points in 20 seconds or less. Come up with a couple of 10-second or under responses.

ð  Dump the jargon. Technical terms and acronyms are confusing or meaningless to the public. Be a translator by using everyday language and examples. Relate your information in ways everyday folks can appreciate — why is this important and what does it mean to their lives, community, families or livelihoods?

ð  Lead with the bottom line. Remember to provide key facts or points first. Add details if time allows. Your key message can get lost in too much detail and technical information.

ð  Talk slowly. Reporters will write furiously as you talk. Some will use tape recorders. Talk

slowly and be clear. Leave nothing to chance.

ð  Short, sweet, stop. Keep your answers brief. Your main message gets lost unless you discipline yourself to provide concise answers. Radio or TV reporters often must tell an entire story in 20 seconds to a minute. Answer the question and stop talking. Don’t keep talking to fill the silence.

ð  Don’t babble. Listen to questions and think about your answers before you start talking.

Don’t ramble. It’s OK to pause briefly to gather your thoughts before answering.

ð  Summarize thoughts. After discussing the subject, concisely summarize key points in everyday language. “My major points are: 1. ... 2. ...3. ...” This may plant the idea of a story outline in the reporter’s mind.

ð  Be proactive. Answer reporters’ questions and volunteer information to make key points. Reporters may welcome another angle or idea, but offer ideas as suggestions, not directives. Reporters aren’t likely to let you see a story before it appears, but always invite them to call back for help or clarification.

ð  Potential pitfalls. Always have the facts before commenting. Stick to what you know even if this disappoints a reporter. If you are unprepared or unqualified to answer, refer reporters to someone who can help. Avoid personal views or speculation. Don’t let reporters put words in your mouth. Reporter: “So you’re saying ...” You: “No, let me clarify ...” Do not repeat inaccuracies, even to correct them.

ð  Feedback. It’s OK to tell reporters when they do a good job. If they make a mistake, weigh what’s at stake. If it’s a major error in fact, tell the reporter or editor, but don’t quibble over minor misunderstandings. Remember, you’re building long-term relationships.

ð  Don’t assume reporter knowledge. Don’t assume that a reporter is knowledgeable just because he/she is covering the story. Most reporters are generalists who cover diverse topics and have little time to background themselves on breaking stories before reporting them. Provide simple information to help out.

Communications Tools

Outreach Via:

·  CIF website

·  CIF Office Voicemail

·  CIF Facebook

·  CIF Twitter

·  News Release

·  Interviews (TV, radio, print)

Sample News Release

A ______at ______involving ______occurred today at ______. The incident is under investigation and more information is forthcoming.

A (what happened) at (location) involving (who) occurred today at (time). The incident is under investigation and more information is forthcoming.

Sample Statements/Answers

§  Those questions need to be addressed

§  (There have been reports of XX) – Those/That has not been confirmed

§  Law enforcement is involved

§  We’re taking action accordingly

§  XX has been notified

§  The event will continue we don’t want this occurrence to overshadow the hard work by the student-athletes and coaches

§  (Shift negative back to the person causing the problem) –

o  Can’t find it acceptable that someone would find it ok to take the fun away from the student-athletes/coaches

o  We are deeply concerned for them

o  This is a terribly unfortunate situation. This has the full attention of the CIF and we trust appropriate action will be taken. The CIF will not tolerate any behaviors that compromise the student-athletes, coaches and spectators.

o  We share your desire to fully understand the situation, which is why (message) we are…

o  We will not speculate, but we can assure you when all the facts are in the appropriate action will be taken to ensure…

1 CIF State Crisis Communications Guide