Disaster Communications Ministry of Agriculture and Rural Development 1

Disaster Communications

Ministry of Agriculture and Rural Development

1


2

• Course Objectives– Describe the basic communication process.– Appreciate the value of empathic listening and effective

feedback.– Understand how emergency communications differ from

daily communication and how to be most effective under emergency circumstances.

– Understand how emergency communications differ from pre-disaster risk communication.


3

• Course Objectives– Assess the multicultural communication needs of your

audience and adjust your verbal and nonverbal message accordingly.

– Tailor your message to your audience.– Consider technology as a communication tool.– Use non-verbal communication to enhance your message

and accurately read the nonverbal cues of your listener.– Prepare an effective oral presentation.



4

Module 1Introduction to Disaster

Communications


5

• Module Objectives– Conceptualize the main training topics covered in

this course.– Relate the main topics of disaster communications

to your job and community.

Module 1Introduction


6

• Effective Communications– Disaster managers must be skilled communicators– Disaster communications can make the difference

between life and death for those at risk– Effective communication during a disaster reassures

those at risk that their government is working on their behalf

– Effective communication is greatly supported by relationships that have been built before the disaster



7

• Various Groups Respond Differently– The audience receiving communications is

comprised of subgroups with different characteristics

– These characteristics affect the way different groups might respond to an identical message

– Response during an emergency may differ from response during a non-emergency



8

• Characteristics of groups that may affect their response to a message– Lifestyle– Education– Native language– Culture – Lifestyle (rural, urban)– Gender



9

• Considerations when preparing a message– Amount of preparation time available– Topic– Your role– Purpose– Desired response



10

• Considerations when preparing a message– Increase awareness of and sensitivity to

differences between people and the way they communicate

– Customize your message


11

Personal Application



12

Module 2Basic Communication Skills


13

• Objectives– Define “communication” and apply that definition

to various forms of communication.– Describe why effective communication is

important to disaster management.– Understand different communication styles and

how they affect interaction.



14

• Components of Communication– Sending and receiving are the basic acts of

communication– There are four components:

• The message source• The message content• The delivery channel• The audience



15

• Components of Communication (continued)

– Scope of this course• Intentionally directed content• Specific, intended audiences

– Factors of successful communication• Selecting a message source, content, and delivery

channel that is appropriate for the message goal and the target audience



16


– Practices to increase effectiveness• Increase your understanding of attitudes, beliefs,

values, communication patterns and rules prior to the emergency

• Increase your understanding of the mechanics of communication



17


– Four critical steps that your audience must complete to receive a message

• Hear• Understand• Believe• Personalize



18

• Communication is a two-way process– The sender sends a message– The receiver gets the message and personalizes it– The receiver sends feedback, becoming a sender– The original sender now becomes a receiver and

reacts to the feedback– A new communication sequence can be initiated



19

• Communication is a two-way process (continued)

– Although disaster managers must use various channels of communication, not only face-to-face, the send/receive model still applies

– Some channels of communication may not allow you to receive the feedback instantaneously – for example, a radio broadcast may elicit feedback at the next community meeting

– An effective communicator actively seeks feedback– Listening behaviors and skills are essential



20

• Hearing vs. Listening– Hearing is a sensory experience

– Listening is a voluntary activity; it includes interpreting and applying empathy



21

• Active Listening1. Decide to listen; concentrate on the speaker

2. Enter the speaker’s situation

3. Observe the speaker’s vocal inflection, level of enthusiasm, style of delivery, facial expressions and other non-verbal cues

4. Listen without interrupting

5. Confirm what you have heard

6. Provide feedback to the speaker



22

• Roadblocks to Effective Listening– External roadblocks include distractions (noise),

environment (too hot, too cold, uncomfortable seating).

– Internal roadblocks include emotional interference, defensiveness, automatic dismissal, resistance to change, stereotyping, etc.



23

• Tips for Active Listening– Adjust your body posture

– Give verbal or nonverbal acknowledgement

– Avoid distracting behavior



24

• Communication Variables– Differences between the Sender and Receiver

– Differences in communication styles

– Differences in previous experience



25

• Differences between the Sender and Receiver– Attitudes

– Information level

– Communication skills

– Social systems

– Sensory channel

– Cultural differences



26

• Differences in Communication Style– Differences in communication style often create

an extra challenge.

– Behavior patterns form our personal communication styles. These patterns can be productive, nonproductive, or even counterproductive, and the interplay of these styles affects the effectiveness of communications.



27

• Differences in Previous Experiences– Differences in previous experiences create a filter

through which each of us ‘hear’ the world. Inference, judgment, and generalization can become as significant as facts.


28

Group Activity

29


30

LearningCheck



31

Module 3Communicating in an Emergency


32

• Objectives– Describe how day-to-day communication differs

from emergency communication.– Select the most appropriate form of

communication for a given situation.



33

• Introduction– During a disaster, people depend on information

for physical and emotional comfort. To be effective, emergency communications must be timely, accurate and clearly stated.



34

• Characteristics of Emergency Communications– Emergency information is important– Effective emergency communications follow

certain principles– Timeliness is essential– Emergency messages require a response– There are barriers to communication



35

• Emergency information is important– It can mean the difference between life or death

for those at risk– It provides reassurance that response and

recovery are underway



36

• Principles for Effective Emergency Communications– Involve formal and informal leaders/stakeholders

that can help you reach the target audience– Customize the message content and the channel

to match the intended receivers– Create ownership of the message by communities

at risk



37

• Timeliness is Essential– Avoid rumor and speculation by making official

information readily available– Prepare in advance by knowing the protocol and

deadlines for various media channels– Have established relationships with media

personnel



38

• Emergency Messages Require Response– Emergency communications differ from other kinds of

messages because their purpose is often to elicit a specific response from the public rather than merely raise awareness or provide knowledge, as might be the case in other phases of disaster management.

• Barriers to Communication– It is more difficult for people to hear messages

during a disaster. Stress, change of routine, and lack of sleep all can be hurdles to.



39

• Partner to Ensure That All Messages are Consistent– All messages sent through all channels of

communication should “speak with one voice”– Partners to consider include:

• Disaster management officials• Health officials• Local, provincial, and central officials from other sectors• NGO’s and the media



40

• Communication Tips – Ensure your message is clear!

• Present information in sequence; include purpose, supporting documentation and a conclusion

• Be concise and avoid jargon, codes and acronyms• Use common names for personnel and facilities• Omit unnecessary details• Synchronize message with other related authorities and

be consistent across mediums


41

Group Activity


42

• Types of Communication– Oral Communication– Print Communication– Electronic Communication



43

• Oral Communication is fluid and dynamic, shaped by speaker and audience, and enhanced by nonverbal cues. Examples:– Individual briefings– Phone conversations– Public speeches– On-air interviews– On-site press gatherings– Public Service Announcements



44

• Print Communication is static, can be passed on intact, and exists independent of human memory. Examples include:– Facsimile transmissions– E-mail– Public notices, fact sheets or flyers– Billboards and posters– Press Releases or feature articles– Internet postings



45

• Appendix A: Sample Print Communications– Press Release– Incident Fact Sheet– Information Sheet– Checklist



46

• Electronic Communication is used to rapidly reach the widest audience. Examples include:– Television and radio– Internet sites– News stories– Twitter, Facebook and other social networking

sites– Text or SMS messaging



47

• Choosing the Most Effective Communication Channel:– Reach the identified target audience– Deliver the message when needed, as long as it is

needed– Deliver the message reliably– Enhance comprehension of content– Accessible within resource limitations


48

Group Activity

49

LearningCheck



50

Module 4Identifying Community-specific

Communication Issues


51

• Objectives– Identify potential verbal and nonverbal

communication issues related to age, culture, language or disability.

– Identify groups in your community that require special consideration when you are preparing and delivering emergency communication.

– Develop a strategy to effectively meet the special communication needs in the community.

Module 4Identifying Community-specific Communication Issues


52

• Introduction– You have learned basic communication skills and how

communicating in an emergency is different from other communicating.

– Have you considered that some people in your community may have specific communication needs that may require you to change the way you communicate with them in an emergency?

– Lets look at why traditional messages do not always work with all audiences or with special-needs groups.


53

Group Activity


54

• Developing a Strategy to Meet Special Communication Needs– Attend cultural events– Speak with leaders of the subgroups in your

community– Read news articles to gain more insight– Be sensitive to “puzzled” looks and changes in

non-verbal cues that might indicate your message is not being received



55

• Improving Communication with the Community– It is critical that you take into account cultural

differences when addressing communications across cultures or to those with special needs.

• Don’t assume sameness• Don’t assume that you understand what the other

person means• Don’t inadvertently cause the behavior


56


57

LearningCheck



58

Module 5Technology as a Communications

Tool


59

• Objectives– Determine how and when technology can assist

you with communications.– Identify appropriate and inappropriate uses of e-

mail, the internet, and other technologies.– Select the best mix of high- and low-tech media.

Module 5Technology as a Communications Tool


60

• Technology as a tool– Selecting the best technology to support your

message maximizes its impact– Changing the technology used is rarely the

solution to a communications problem– There is no correlation between the complexity of

the technology and the effectiveness of the communication



61

• Technologies That Can Support Communication– Telephone– Telecommunications Device for the Deaf– Emergency Radios– Fax– E-mail– Microphones and Overhead Projection Equipment– Public Address System



62

• Considerations When Choosing Technology to Support Communication– Sensitivity of information/privacy

– Concentrated or disbursed audience

– Simple or complex information

– Need to disseminate information quickly

– Need for documentation (suggesting printed materials or the ability to receive a confirmation)

– Amount of time information needs to be available

– How quickly or often the information will need to be updated



63

• Considerations When Choosing Technology to Support Communication (continued)

– How the audience is equipped

– Status of communications infrastructure (i.e., has there been a service interruption)

– Possibility of combining technologies (high and low tech) to meet the requirements of the situation and the needs of the audience


64

Group Activity

65

Case Study

66


67

LearningCheck



68

Module 6Effective Oral Communication


69

• Objectives– Determine the appropriate type of oral

communication for the message and audience.– Analyze your nonverbal cues to determine if they

may interfere with your message and how.– Use nonverbal cues displayed by an audience to

improve the effectiveness of your communication. – Recognize appropriate and inappropriate uses of

humor in oral communication.



70

• Matching the Type of Communication to Message and Audience– Types of Oral Communication

• One-on-one conversations• Small group discussions• Public presentations• Media interviews



71

• Matching the Type of Communication to Message and Audience (continued)

– Considerations when matching the type of communication to the message and audience

• Whether information is personal or private• Whether it is important to foster collaboration and to

get input/feedback from participants• Whether recipients will have many questions• The need to communicate a standard message to a

massive audience• The need to control the message


72

Group Activity


73

• Oral Communications with Mass Media– Establish credible and productive working

relationships with representatives of the media– Recognize that the audience is the general public

not the media representative; craft your message accordingly

– Recognize that media representatives or their organizations can distort your message through error, incomplete context, or emphasis on non-essential facts



74

• Oral Communications with Mass Media (continued)

– Minimizing misunderstandings• Work actively to keep the media informed• Keep up-to-date contact lists for media representatives• Be aware of media deadlines• Respond to media inquiries promptly• Be respectful and tactful, even if you are asked

questions that make you uncomfortable• Be honest about what you know, and offer to seek

answers for what you do not know



75

• Nonverbal Cues– More than half of face-to-face communication is

expressed through nonverbal cues– It is important to be able to read others’ nonverbal

cues and to understand how you can “speak” nonverbally to amplify your message

– Reading nonverbal cues can help you to know if your audience is receiving and understanding your communication



76

• Nonverbal Cues (continued)

– Ways that people communicate nonverbally• Eye movements• Tone of voice• Volume of expression• Gestures• Body posture



77

• Nonverbal Cues (continued)

– Messages that are communicated nonverbally• Attitudes• Emotions• State of mind

Multiple nonverbal cues “clustered” together are more significant than a single cue and can be used to detect a change in attitude, receptivity to the message, or a particular state of mind


78

Demonstration

79

Exercise

Documents

Disaster Communications Ministry of Agriculture and Rural Development 1