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####### Effective Communication

Independent Study

*December 2005*

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FEMA

**Page**

**Course Overview** 1

**Unit 1: Course Introduction**

Introduction 1.1

Unit 1 Objectives 1.1

Course Objectives 1.2

Course Overview 1.3

Communicating Effectively 1.3

Activity: If I Could Do It Over Again 1.4

Various Groups Respond Differently 1.5

Activity: Personal Learning Goals 1.5

Summary and Transition 1.5

Personal Learning Goals 1.6

**Unit 2: Basic Communication Skills**

Introduction 2.1

Unit 2 Objectives 2.1

Communication Models 2.1

Communication Is a Two-Way Process 2.2

Listening Behaviors 2.3

Activity: Listening Self-Assessment 2.4

Hearing vs. Listening 2.5

Active Listening 2.5

Practice Active Listening 2.5

Roadblocks to Effective Listening 2.6

Tips for Active Listening 2.6

Communication Variables 2.7

Activity: Communication Habits 2.9

Summary and Transition 2.10

Knowledge Check 2.11

**Unit 3: Communicating in an Emergency**

Introduction 3.1

Unit 3 Objectives 3.1

Characteristics of Emergency Communications 3.2

Types of Communication 3.3

Recent Changes to Emergency Planning Requirements 3.13

Summary and Transition 3.19

For More Information 3.19

Knowledge Check 3.20

**Page**

**Unit 4: Identifying Community-Specific Communication Issues**

Introduction 4.1

Unit 4 Objectives 4.1

Why Traditional Messages Don't Always Work 4.1

Case Study 4.1: Town Meeting 4.2

Activity: Analyzing Community-Specific Needs 4.5

How To Recognize When a Message Isn't Being Communicated 4.7

Case Study 4.2: What Did I Do Wrong? 4.8

Improving Communication With the Community 4.10

Activity: Personal Improvement Goals 4.11

Summary and Transition 4.12

For More Information 4.12

Knowledge Check 4.13

**Unit 5: Using Technology as a Communication Tool**

Introduction 5.1

Technology as a Tool 5.1

Combining High-Tech and Low-Tech Tools 5.5

Case Studies in Choosing and Combining Communication Technologies 5.6

Summary and Transition 5.11

Knowledge Check 5.12

**Unit 6: Effective Oral Communication**

Introduction 6.1

Unit 6 Objectives 6.1

Matching Communication to Message and Audience 6.2

Activity: Matching the Message 6.3

Oral Communication with Mass Media 6.5

Success Tips for Media Interviews 6.6

Nonverbal Cues 6.8

Nonverbal Clusters 6.8

Case Study 6.1: Mixed Signals 6.9

Activity: Nonverbal Behaviors 6.11

Cross-Cultural Meanings of Nonverbals 6.13

Humor 6.17

Effects of Failed Humor 6.18

Activity: Body Language 6.19

Activity: Public Speaking 6.19

Summary and Transition 6.19

For More Information 6.19

Knowledge Check 6.20

**Page**

**Unit 7: Preparing Oral Presentations**

Introduction 7.1

Unit 7 Objectives 7.1

Speech Anxiety 7.2

What Makes a Good Oral Presentation? 7.6

Types of Presentations 7.6

Case Study 7.1: Emergency Messages: Informational or Motivational? 7.8

Case Study 7.2: Protecting Animals During Natural Disasters 7.13

Summary and Transition 7.14

For More Information 7.14

Knowledge Check 7.15

**Unit 8: Course Summary**

Introduction 8.1

Communication Models 8.1

Communicating in an Emergency 8.2

Community-Specific Communications Issues 8.3

Using Technology as a Communication Tool 8.4

Effective Oral Presentations 8.5

Preparing Oral Presentations 8.6

Next Steps 8.7

Appendix A: Job Aids

  -------------- --------------------------------------------------------
                 

                 **Course Overview**
  -------------- --------------------------------------------------------

+----------+-----------------------------------------------------------+
|          | # About This Course                                       |
+----------+-----------------------------------------------------------+
|          | Being able to communicate effectively is a necessary and  |
|          | vital part of every emergency manager, planner, and       |
|          | responder's job. This course is designed to improve your  |
|          | communication skills. It addresses:                       |
|          |                                                           |
|          | -   Basic communication skills.                           |
|          |                                                           |
|          | -   How to communicate in an emergency.                   |
|          |                                                           |
|          | -   How to identify community-specific communication      |
|          |     issues.                                               |
|          |                                                           |
|          | -   Using technology as a communication tool.             |
|          |                                                           |
|          | -   Effective oral communication.                         |
|          |                                                           |
|          | -   How to prepare an oral presentation.                  |
+----------+-----------------------------------------------------------+
|          | # FEMA's Independent Study Program                        |
+----------+-----------------------------------------------------------+
|          | FEMA's Independent Study Program is one of the delivery   |
|          | channels that the Emergency Management Institute (EMI)    |
|          | uses to provide training to the general public and        |
|          | specific audiences. This course is part of the Federal    |
|          | Emergency Management Agency's (FEMA's) Independent Study  |
|          | Program. In addition to this course, the Independent      |
|          | Study Program includes courses in floodplain management,  |
|          | radiological emergency management, the role of the        |
|          | emergency manager, hazardous materials, disaster          |
|          | assistance, the role of the Emergency Operations Center,  |
|          | and an orientation to community disaster exercises.       |
|          |                                                           |
|          | FEMA's independent study courses are available at no      |
|          | charge and include a final examination. You may apply     |
|          | individually or through group enrollment. When enrolling  |
|          | for a course, you must include your name, mailing         |
|          | address, social security number, and the title of the     |
|          | course that you want to enroll in.                        |
|          |                                                           |
|          | If you need assistance with enrollment, or if you have    |
|          | questions about how to enroll, contact the Independent    |
|          | Study Program.                                            |
+----------+-----------------------------------------------------------+

+----------+-----------------------------------------------------------+
|          | # FEMA's Independent Study Program                        |
+----------+-----------------------------------------------------------+
|          | FEMA Independent Study Program                            |
|          |                                                           |
|          | Administrative Office                                     |
|          |                                                           |
|          | Emergency Management Institute                            |
|          |                                                           |
|          | 16825 South Seton Avenue                                  |
|          |                                                           |
|          | Emmitsburg, MD 21727                                      |
|          |                                                           |
|          | \(301\) 447-1200                                          |
|          |                                                           |
|          | Information about FEMA's Independent Study Program also   |
|          | is available on the Internet at:                          |
|          |                                                           |
|          | http://training.fema.gov/EMIweb/IS/                       |
|          |                                                           |
|          | Each request will be reviewed and directed to the         |
|          | appropriate course manager or program office for          |
|          | assistance.                                               |
+----------+-----------------------------------------------------------+
|          | # Final Examination                                       |
+----------+-----------------------------------------------------------+
|          | This course includes a written Final Examination, which   |
|          | you must complete and return to FEMA's Independent Study  |
|          | Office for scoring. To obtain credit for taking this      |
|          | course, you must successfully complete (75% correct) this |
|          | examination regardless of whether you complete this       |
|          | course through self-instruction or through group          |
|          | instruction.                                              |
|          |                                                           |
|          | You may take the Final Examination as many times as       |
|          | necessary.                                                |
+----------+-----------------------------------------------------------+
|          | # Course Completion                                       |
+----------+-----------------------------------------------------------+
|          | The course completion deadline for all FEMA Independent   |
|          | Study courses is 1 year from the date of enrollment. The  |
|          | date of enrollment is the date that the EMI Independent   |
|          | Study Office will use for completion of all required      |
|          | course work, including the Final Examination. If you do   |
|          | not complete this course, including the Final             |
|          | Examination, within that timeframe, your enrollment will  |
|          | be terminated.                                            |
|          |                                                           |
|          | *Effective Communication* has no prerequisites. It is     |
|          | recommended that you complete this course before taking   |
|          | others in the PDS Series, however.                        |
+----------+-----------------------------------------------------------+

+----------+-----------------------------------------------------------+
|          | # How To Complete This Course                             |
+----------+-----------------------------------------------------------+
|          | Work through this course at a pace that is comfortable    |
|          | for you. You should resist the temptation to rush through |
|          | the material, however. Take enough time with each unit to |
|          | ensure that you have mastered its content before          |
|          | proceeding to the next.                                   |
|          |                                                           |
|          | ## Knowledge Checks                                       |
|          |                                                           |
|          | To help you know when to proceed, each unit is followed   |
|          | by a Knowledge Check that addresses the material          |
|          | contained in the unit. The Knowledge Check asks you to    |
|          | answer questions that apply to what you have learned in   |
|          | the unit. The answers to the Knowledge Check follow each  |
|          | Knowledge Check.                                          |
|          |                                                           |
|          | When you finish each exercise, check your answers, and    |
|          | review the parts of the text that you do not understand.  |
|          | Do not proceed to the next unit until you are sure that   |
|          | you have mastered the current unit.                       |
|          |                                                           |
|          | When you have completed all of the units, complete the    |
|          | final exam online, or use the answer sheet (if provided   |
|          | in your course packet). EMI will score your test and      |
|          | notify you of the results.                                |
+----------+-----------------------------------------------------------+
|          | # Begin the Course                                        |
+----------+-----------------------------------------------------------+
|          | You may begin the course now.                             |
+----------+-----------------------------------------------------------+

  -------------- --------------------------------------------------------
                 

                 **Unit 1: Course Introduction**
  -------------- --------------------------------------------------------

+----------+-----------------------------------------------------------+
|          | # Introduction                                            |
+----------+-----------------------------------------------------------+
|          | As an emergency manager, you must be a skilled            |
|          | communicator to achieve your objectives. You are required |
|          | to convey information to a broad audience that includes   |
|          | public and private sector organizations, the media,       |
|          | disaster victims, and co-responders. Even during          |
|          | non-emergency situations, you will need to rely on strong |
|          | communication skills to coordinate with staff and to      |
|          | promote safety awareness.                                 |
+----------+-----------------------------------------------------------+
|          | # Unit 1 Objectives                                       |
+----------+-----------------------------------------------------------+
|          | After completing this unit, you should be able to:        |
|          |                                                           |
|          | -   Review the main topics that will be covered in this   |
|          |     course.                                               |
|          |                                                           |
|          | -   Relate the topics to your job and community.          |
|          |                                                           |
|          | -   Determine a strategy for completing the course        |
|          |     successfully.                                         |
+----------+-----------------------------------------------------------+

+----------+-----------------------------------------------------------+
|          | # Course Objectives                                       |
+----------+-----------------------------------------------------------+
|          | This course is designed to enhance the communication and  |
|          | interpersonal skills of local emergency managers,         |
|          | planners, and responders. At the conclusion of this       |
|          | course, you should be able to:                            |
|          |                                                           |
|          | -   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.                        |
|          |                                                           |
|          | -   Assess the multicultural communication needs of your  |
|          |     audience and adjust your verbal and nonverbal message |
|          |     accordingly.                                          |
|          |                                                           |
|          | -   Use technology appropriately to enhance communication |
|          |     success.                                              |
|          |                                                           |
|          | -   Tailor your message to your audience.                 |
|          |                                                           |
|          | -   Use nonverbals to enhance your message and accurately |
|          |     read the nonverbal cues of your listener.             |
|          |                                                           |
|          | -   Prepare an effective oral presentation.               |
+----------+-----------------------------------------------------------+

+----------+-----------------------------------------------------------+
|          | # Course Overview                                         |
+----------+-----------------------------------------------------------+
|          | This course comprises eight units.                        |
|          |                                                           |
|          | -   ***Unit 1*** offers an overview of the course         |
|          |     content.                                              |
|          |                                                           |
|          | -   ***Unit 2*** discusses basic communication skills and |
|          |     styles.                                               |
|          |                                                           |
|          | -   ***Unit 3*** examines communication during emergency  |
|          |     situations.                                           |
|          |                                                           |
|          | -   ***Unit 4*** addresses community-specific             |
|          |     communication needs and the particular needs, risks,  |
|          |     sensitivities, expectations and norms that are        |
|          |     relevant to disaster communication.                   |
|          |                                                           |
|          | -   ***Unit 5*** presents both low- and high-technology   |
|          |     communication tools and discusses how to choose among |
|          |     them.                                                 |
|          |                                                           |
|          | -   ***Unit 6*** focuses on effective oral communication, |
|          |     the role of nonverbal cues, and ways to match your    |
|          |     message to your audience.                             |
|          |                                                           |
|          | -   ***Unit 7*** discusses how to develop a successful    |
|          |     oral presentation.                                    |
|          |                                                           |
|          | -   ***Unit 8*** summarizes the course content. At the    |
|          |     conclusion of Unit 8, you will have an opportunity to |
|          |     evaluate the course and your success in meeting your  |
|          |     personal course goals.                                |
+----------+-----------------------------------------------------------+
|          | # Communicating Effectively                               |
+----------+-----------------------------------------------------------+
|          | During an emergency, it is especially challenging and     |
|          | important to communicate accurate information clearly to  |
|          | the target audience. Disaster victims generally look for  |
|          | someone who can communicate valuable guidance, provide    |
|          | leadership, and lead them in problem solving. When you    |
|          | successfully fill that role, you act to reassure victims  |
|          | that their government and private organizations are       |
|          | working toward community recovery.                        |
|          |                                                           |
|          | Finely tuned communication skills are also important      |
|          | tools during the emergency planning phase when educating  |
|          | the public about preparedness.                            |
+----------+-----------------------------------------------------------+

+----------+-----------------------------------------------------------+
|          | # Communicating Effectively (Continued)                   |
+----------+-----------------------------------------------------------+
|          | It is easy to take communicating for granted because it   |
|          | is a daily activity. How much thought have you given to   |
|          | communication? Are you aware that:                        |
|          |                                                           |
|          | -   The average worker spends 50 percent of his or her    |
|          |     time communicating?                                   |
|          |                                                           |
|          | -   Business success is 85 percent dependent on effective |
|          |     communication and interpersonal skills?               |
|          |                                                           |
|          | -   Forty-five percent of time spent communicating is     |
|          |     listening?                                            |
|          |                                                           |
|          | -   Writing represents nine percent of communication      |
|          |     time?                                                 |
|          |                                                           |
|          | -   One-fourth of all workplace mistakes are the result   |
|          |     of poor communication?                                |
|          |                                                           |
|          | -   A remarkable 75 percent of communication is           |
|          |     nonverbal?                                            |
+----------+-----------------------------------------------------------+
| ![       | # Activity: If I Could Do It Over Again                   |
| ](media/ |                                                           |
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+----------+-----------------------------------------------------------+
|          | Think of a recent example at work in which you were       |
|          | involved in a miscommunication and answer the following   |
|          | questions.                                                |
|          |                                                           |
|          | 1.  Why did the miscommunication occur?                   |
|          |                                                           |
|          | 2.  What impact did it have?                              |
|          |                                                           |
|          | 3.  If you had a chance to do it over again, what         |
|          |     specifically would you do differently?                |
+----------+-----------------------------------------------------------+

+----------+-----------------------------------------------------------+
|          | # Various Groups Respond Differently                      |
+----------+-----------------------------------------------------------+
|          | In the units that follow you will examine how different   |
|          | segments of your audience respond to emergency            |
|          | communication and how an identical message can have       |
|          | different meanings for different groups.                  |
|          |                                                           |
|          | Your target audience can be described generally as        |
|          | "everyone who can benefit from the information."          |
|          | Described specifically, your audience is "John Doe, 42,   |
|          | high school diploma, primary language Spanish," and "Mary |
|          | Kahn, 87, hard-of-hearing," etc. Definitions of your      |
|          | target audience will fall between these extremes.         |
|          |                                                           |
|          | You cannot control how much preparation time you will     |
|          | have before you need to communicate. You may have a week  |
|          | to prepare a presentation or a split second to make your  |
|          | point to a reporter. What you *can* do is broaden your    |
|          | awareness of and sensitivity to the differences between   |
|          | people and how they communicate.                          |
|          |                                                           |
|          | With practice, you can develop the skills to customize    |
|          | your message to reach the elderly, the low-income,        |
|          | various ethnic groups, and any other group within your    |
|          | target audience.                                          |
+----------+-----------------------------------------------------------+
| ![       | # Activity: Personal Learning Goals                       |
| ](media/ |                                                           |
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| mf){widt |                                                           |
| h="0.479 |                                                           |
| 86111111 |                                                           |
| 11111in" |                                                           |
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| ="0.3611 |                                                           |
| 11111111 |                                                           |
| 1111in"} |                                                           |
+----------+-----------------------------------------------------------+
|          | 1.  Review your own communications skills and assess      |
|          |     which skills you need to strengthen to become a more  |
|          |     effective communicator.                               |
|          |                                                           |
|          | 2.  Based upon the content outlined for this course and   |
|          |     the course objectives, identify two or three specific |
|          |     learning goals for yourself. If possible, set goals   |
|          |     that will help you to strengthen the skills you       |
|          |     identified in the previous question. Write your goals |
|          |     on the worksheet on the following page and use them   |
|          |     as a reference for the course.                        |
+----------+-----------------------------------------------------------+
|          | # Summary and Transition                                  |
+----------+-----------------------------------------------------------+
|          | Unit 1 provided an overview of the course content and     |
|          | asked you to identify personal communication goals. Unit  |
|          | 2 discusses the essence of basic communication.           |
+----------+-----------------------------------------------------------+

# Personal Learning Goals

**Instructions:** Think about your own communication skills. Consider:

-   The kinds of communication required in your job.

-   Your past experiences with communications.

-   Miscommunications you have experienced (such as the one you
    identified at the beginning of this unit).

Also consider these questions:

-   Do you know what it takes to be a good communicator in an emergency?

-   Do you know how to make communication a two-way street (e.g., are
    you as good a listener as you are a speaker)?

-   Do you understand the impact of your nonverbal cues? Do they send
    the same message as your words?

-   How skilled and comfortable are you with public speaking (talking
    with the media, making presentations, giving briefings, etc.)?

-   Do you know when to use written communication, when oral
    communication is more appropriate, and when technology can help?

When you have considered these things, list below two or three specific
learning goals you would like to accomplish to improve your
communication skills.

**Goal #1:**

**Goal #2:**

**Goal #3:**

  -------------- --------------------------------------------------------
                 

                 **Unit 2: Basic Communication Skills**
  -------------- --------------------------------------------------------

+----------+-----------------------------------------------------------+
|          | # Introduction                                            |
+----------+-----------------------------------------------------------+
|          | This unit examines the basic components of communication: |
|          | sending and receiving messages. Sending and receiving are |
|          | not simple actions. In fact, how you deliver information  |
|          | and how you listen to others can dramatically alter how   |
|          | others respond to your message. But although              |
|          | communication is complex, it can be analyzed and refined. |
|          | That is the purpose of this unit.                         |
+----------+-----------------------------------------------------------+
|          | # Unit 2 Objectives                                       |
+----------+-----------------------------------------------------------+
|          | After completing this unit, you should be able to:        |
|          |                                                           |
|          | -   Define "communication" and apply that definition to   |
|          |     various forms of communication.                       |
|          |                                                           |
|          | -   Describe why effective communication is important to  |
|          |     emergency management.                                 |
|          |                                                           |
|          | -   Understand different communication styles and how     |
|          |     they affect interaction.                              |
+----------+-----------------------------------------------------------+
|          | # Communication Models                                    |
+----------+-----------------------------------------------------------+
|          | The value of a model is that it simplifies a complex      |
|          | process. Communication is just such a complex process,    |
|          | and using a model will help you send and receive          |
|          | communications---and will help ensure that others respond |
|          | as required in an emergency.                              |
|          |                                                           |
|          | Immediately before, during, and immediately after an      |
|          | emergency, emergency and response personnel must respond  |
|          | quickly. Time to communicate is limited, and often a      |
|          | specific message that must result in practical action     |
|          | must be relayed to a large group. A very simple model     |
|          | that [sends]{.underline} the message efficiently and      |
|          | [elicits the desired response]{.underline} will be most   |
|          | useful.                                                   |
+----------+-----------------------------------------------------------+
|          | During the recovery phase, when sensitivity to the        |
|          | community's cultural values and attitudes is perhaps most |
|          | important, a more complex, culturally based model may be  |
|          | more appropriate. Failure to discern attitudes, beliefs,  |
|          | values, and rules implicit in different groups could      |
|          | disenfranchise some citizens and harm the community's     |
|          | return to productivity and health. A cultural model is    |
|          | useful because it recognizes community members' shared    |
|          | interest in the community's future.                       |
+----------+-----------------------------------------------------------+

+----------+-----------------------------------------------------------+
|          | # Communication Is a Two-Way Process                      |
+----------+-----------------------------------------------------------+
|          | As speakers, we sometimes focus exclusively on the        |
|          | information that we want to relay. But your listener or   |
|          | reader may understand your message, understand only a     |
|          | portion of your message, or miss your point               |
|          | entirely---even though you transmitted the information    |
|          | accurately by your standard. It is not enough merely to   |
|          | deliver a message. The message must be                    |
|          | [received]{.underline} for communication to be            |
|          | successful.                                               |
|          |                                                           |
|          | The steps involved in the send--receive model of          |
|          | communication are shown below.                            |
+----------+-----------------------------------------------------------+
|          | ![](media/image4.wmf){width="1.1520833333333333in"        |
|          | height="0.8701388888888889in"}                            |
+----------+-----------------------------------------------------------+
|          | -   The sender sends a message.                           |
|          |                                                           |
|          | -   The receiver gets the message and personalizes it.    |
|          |                                                           |
|          | -   The receiver, in turn, sends feedback and thus        |
|          |     becomes a sender.                                     |
|          |                                                           |
|          | -   The original sender now becomes a receiver and reacts |
|          |     to the feedback.                                      |
|          |                                                           |
|          | -   Generally, a new communication sequence is then       |
|          |     initiated.                                            |
|          |                                                           |
|          | In the send--receive model, receiving or                  |
|          | [listening]{.underline} is as critical as sending the     |
|          | message because, without listening, it is impossible to   |
|          | personalize and respond to the message.                   |
+----------+-----------------------------------------------------------+

+----------+-----------------------------------------------------------+
|          | # Listening Behaviors                                     |
+----------+-----------------------------------------------------------+
|          | When you focus only on yourself, you often forget to      |
|          | listen, and as a result, the chances for successful       |
|          | communication are poor. Listening is the basis of         |
|          | effective communication and entails much more than just   |
|          | hearing sound.                                            |
|          |                                                           |
|          | Think about the last time you noticed someone obviously   |
|          | not paying attention when you were trying to communicate. |
|          | What specific behaviors did the person exhibit that led   |
|          | you to believe that he or she was not attending to you?   |
|          | What impact did the person's behavior have on you?        |
|          |                                                           |
|          | Perhaps you felt alarm that your important message was    |
|          | not getting through properly, or frustrated that your     |
|          | audience was not "getting it." You may have been offended |
|          | by your listener's inattention or felt an urge to repeat  |
|          | your message.                                             |
|          |                                                           |
|          | You can learn more about listening behavior by examining  |
|          | the type of listener you tend to be. Use the following    |
|          | activity to learn more about your listening style.        |
+----------+-----------------------------------------------------------+

+---+--------+------------------------+----------+---------+----------+---+
| ! |        | # Activity: Lis        |          |         |          |   |
| [ |        | tening Self-Assessment |          |         |          |   |
| ] |        |                        |          |         |          |   |
| ( |        |                        |          |         |          |   |
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| a |        |                        |          |         |          |   |
| / |        |                        |          |         |          |   |
| i |        |                        |          |         |          |   |
| m |        |                        |          |         |          |   |
| a |        |                        |          |         |          |   |
| g |        |                        |          |         |          |   |
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| 3 |        |                        |          |         |          |   |
| . |        |                        |          |         |          |   |
| w |        |                        |          |         |          |   |
| m |        |                        |          |         |          |   |
| f |        |                        |          |         |          |   |
| ) |        |                        |          |         |          |   |
| { |        |                        |          |         |          |   |
| w |        |                        |          |         |          |   |
| i |        |                        |          |         |          |   |
| d |        |                        |          |         |          |   |
| t |        |                        |          |         |          |   |
| h |        |                        |          |         |          |   |
| = |        |                        |          |         |          |   |
| " |        |                        |          |         |          |   |
| 0 |        |                        |          |         |          |   |
| . |        |                        |          |         |          |   |
| 4 |        |                        |          |         |          |   |
| 7 |        |                        |          |         |          |   |
| 9 |        |                        |          |         |          |   |
| 8 |        |                        |          |         |          |   |
| 6 |        |                        |          |         |          |   |
| 1 |        |                        |          |         |          |   |
| 1 |        |                        |          |         |          |   |
| 1 |        |                        |          |         |          |   |
| 1 |        |                        |          |         |          |   |
| 1 |        |                        |          |         |          |   |
| 1 |        |                        |          |         |          |   |
| 1 |        |                        |          |         |          |   |
| 1 |        |                        |          |         |          |   |
| 1 |        |                        |          |         |          |   |
| 1 |        |                        |          |         |          |   |
| 1 |        |                        |          |         |          |   |
| i |        |                        |          |         |          |   |
| n |        |                        |          |         |          |   |
| " |        |                        |          |         |          |   |
| h |        |                        |          |         |          |   |
| e |        |                        |          |         |          |   |
| i |        |                        |          |         |          |   |
| g |        |                        |          |         |          |   |
| h |        |                        |          |         |          |   |
| t |        |                        |          |         |          |   |
| = |        |                        |          |         |          |   |
| " |        |                        |          |         |          |   |
| 0 |        |                        |          |         |          |   |
| . |        |                        |          |         |          |   |
| 3 |        |                        |          |         |          |   |
| 6 |        |                        |          |         |          |   |
| 1 |        |                        |          |         |          |   |
| 1 |        |                        |          |         |          |   |
| 1 |        |                        |          |         |          |   |
| 1 |        |                        |          |         |          |   |
| 1 |        |                        |          |         |          |   |
| 1 |        |                        |          |         |          |   |
| 1 |        |                        |          |         |          |   |
| 1 |        |                        |          |         |          |   |
| 1 |        |                        |          |         |          |   |
| 1 |        |                        |          |         |          |   |
| 1 |        |                        |          |         |          |   |
| 1 |        |                        |          |         |          |   |
| 1 |        |                        |          |         |          |   |
| 1 |        |                        |          |         |          |   |
| i |        |                        |          |         |          |   |
| n |        |                        |          |         |          |   |
| " |        |                        |          |         |          |   |
| } |        |                        |          |         |          |   |
+---+--------+------------------------+----------+---------+----------+---+
|   |        | *Read each item and    |          |         |          |   |
|   |        | then check the box     |          |         |          |   |
|   |        | indicating how         |          |         |          |   |
|   |        | frequently you         |          |         |          |   |
|   |        | actually use this      |          |         |          |   |
|   |        | skill when talking     |          |         |          |   |
|   |        | with others. Remember, |          |         |          |   |
|   |        | this is a              |          |         |          |   |
|   |        | self-assessment, so be |          |         |          |   |
|   |        | honest!*               |          |         |          |   |
+---+--------+------------------------+----------+---------+----------+---+
|   |        |                        | **       | **Do\   | **Should |   |
|   |        |                        | Usually\ | Some    | Do More  |   |
|   |        |                        | Do**     | times** | Often**  |   |
+---+--------+------------------------+----------+---------+----------+---+
|   | 1.  I  |                        |         |        |         |   |
|   |        |                        |          |         |          |   |
|   |    try |                        |          |         |          |   |
|   |     to |                        |          |         |          |   |
|   |        |                        |          |         |          |   |
|   |   make |                        |          |         |          |   |
|   |        |                        |          |         |          |   |
|   | others |                        |          |         |          |   |
|   |        |                        |          |         |          |   |
|   |   feel |                        |          |         |          |   |
|   |     at |                        |          |         |          |   |
|   |        |                        |          |         |          |   |
|   |   ease |                        |          |         |          |   |
|   |        |                        |          |         |          |   |
|   |   when |                        |          |         |          |   |
|   |     I  |                        |          |         |          |   |
|   |     am |                        |          |         |          |   |
|   |     t  |                        |          |         |          |   |
|   | alking |                        |          |         |          |   |
|   |        |                        |          |         |          |   |
|   |   with |                        |          |         |          |   |
|   |        |                        |          |         |          |   |
|   |  them. |                        |          |         |          |   |
+---+--------+------------------------+----------+---------+----------+---+
|   | 2.  I  |                        |         |        |         |   |
|   |        |                        |          |         |          |   |
|   |    try |                        |          |         |          |   |
|   |        |                        |          |         |          |   |
|   |    not |                        |          |         |          |   |
|   |     to |                        |          |         |          |   |
|   |        |                        |          |         |          |   |
|   |  think |                        |          |         |          |   |
|   |        |                        |          |         |          |   |
|   |  about |                        |          |         |          |   |
|   |        |                        |          |         |          |   |
|   |  other |                        |          |         |          |   |
|   |        |                        |          |         |          |   |
|   | things |                        |          |         |          |   |
|   |        |                        |          |         |          |   |
|   |   when |                        |          |         |          |   |
|   |        |                        |          |         |          |   |
|   |    lis |                        |          |         |          |   |
|   | tening |                        |          |         |          |   |
|   |     to |                        |          |         |          |   |
|   |     o  |                        |          |         |          |   |
|   | thers. |                        |          |         |          |   |
+---+--------+------------------------+----------+---------+----------+---+
|   | 3.     |                        |         |        |         |   |
|   |   When |                        |          |         |          |   |
|   |     I  |                        |          |         |          |   |
|   |     l  |                        |          |         |          |   |
|   | isten, |                        |          |         |          |   |
|   |     I  |                        |          |         |          |   |
|   |        |                        |          |         |          |   |
|   |    can |                        |          |         |          |   |
|   |     se |                        |          |         |          |   |
|   | parate |                        |          |         |          |   |
|   |     my |                        |          |         |          |   |
|   |        |                        |          |         |          |   |
|   |    own |                        |          |         |          |   |
|   |        |                        |          |         |          |   |
|   |  ideas |                        |          |         |          |   |
|   |        |                        |          |         |          |   |
|   |    and |                        |          |         |          |   |
|   |     th |                        |          |         |          |   |
|   | oughts |                        |          |         |          |   |
|   |        |                        |          |         |          |   |
|   |   from |                        |          |         |          |   |
|   |        |                        |          |         |          |   |
|   |    the |                        |          |         |          |   |
|   |        |                        |          |         |          |   |
|   |   spea |                        |          |         |          |   |
|   | ker's. |                        |          |         |          |   |
+---+--------+------------------------+----------+---------+----------+---+
|   | 4.  I  |                        |         |        |         |   |
|   |        |                        |          |         |          |   |
|   |    can |                        |          |         |          |   |
|   |        |                        |          |         |          |   |
|   | listen |                        |          |         |          |   |
|   |     to |                        |          |         |          |   |
|   |        |                        |          |         |          |   |
|   | others |                        |          |         |          |   |
|   |        |                        |          |         |          |   |
|   |   with |                        |          |         |          |   |
|   |        |                        |          |         |          |   |
|   |   whom |                        |          |         |          |   |
|   |     I  |                        |          |         |          |   |
|   |        |                        |          |         |          |   |
|   |    dis |                        |          |         |          |   |
|   | agree. |                        |          |         |          |   |
+---+--------+------------------------+----------+---------+----------+---+
|   | 5.  I  |                        |         |        |         |   |
|   |        |                        |          |         |          |   |
|   |    try |                        |          |         |          |   |
|   |        |                        |          |         |          |   |
|   |    not |                        |          |         |          |   |
|   |     to |                        |          |         |          |   |
|   |        |                        |          |         |          |   |
|   |   form |                        |          |         |          |   |
|   |     a  |                        |          |         |          |   |
|   |     re |                        |          |         |          |   |
|   | buttal |                        |          |         |          |   |
|   |     in |                        |          |         |          |   |
|   |     my |                        |          |         |          |   |
|   |        |                        |          |         |          |   |
|   |   head |                        |          |         |          |   |
|   |        |                        |          |         |          |   |
|   |  while |                        |          |         |          |   |
|   |        |                        |          |         |          |   |
|   | others |                        |          |         |          |   |
|   |        |                        |          |         |          |   |
|   |    are |                        |          |         |          |   |
|   |     ta |                        |          |         |          |   |
|   | lking. |                        |          |         |          |   |
+---+--------+------------------------+----------+---------+----------+---+
|   | 6.  I  |                        |         |        |         |   |
|   |     o  |                        |          |         |          |   |
|   | bserve |                        |          |         |          |   |
|   |     o  |                        |          |         |          |   |
|   | thers' |                        |          |         |          |   |
|   |        |                        |          |         |          |   |
|   | verbal |                        |          |         |          |   |
|   |        |                        |          |         |          |   |
|   |  [and] |                        |          |         |          |   |
|   | {.unde |                        |          |         |          |   |
|   | rline} |                        |          |         |          |   |
|   |        |                        |          |         |          |   |
|   |    non |                        |          |         |          |   |
|   | verbal |                        |          |         |          |   |
|   |        |                        |          |         |          |   |
|   |   beha |                        |          |         |          |   |
|   | viors. |                        |          |         |          |   |
+---+--------+------------------------+----------+---------+----------+---+
|   | 7.  I  |                        |         |        |         |   |
|   |        |                        |          |         |          |   |
|   |    let |                        |          |         |          |   |
|   |        |                        |          |         |          |   |
|   | others |                        |          |         |          |   |
|   |        |                        |          |         |          |   |
|   | finish |                        |          |         |          |   |
|   |     sp |                        |          |         |          |   |
|   | eaking |                        |          |         |          |   |
|   |        |                        |          |         |          |   |
|   | before |                        |          |         |          |   |
|   |     I  |                        |          |         |          |   |
|   |        |                        |          |         |          |   |
|   |  begin |                        |          |         |          |   |
|   |     ta |                        |          |         |          |   |
|   | lking. |                        |          |         |          |   |
+---+--------+------------------------+----------+---------+----------+---+
|   | 8.  I  |                        |         |        |         |   |
|   |        |                        |          |         |          |   |
|   | listen |                        |          |         |          |   |
|   |     to |                        |          |         |          |   |
|   |        |                        |          |         |          |   |
|   |   what |                        |          |         |          |   |
|   |        |                        |          |         |          |   |
|   | others |                        |          |         |          |   |
|   |        |                        |          |         |          |   |
|   |    say |                        |          |         |          |   |
|   |        |                        |          |         |          |   |
|   | rather |                        |          |         |          |   |
|   |        |                        |          |         |          |   |
|   |   than |                        |          |         |          |   |
|   |        |                        |          |         |          |   |
|   | assume |                        |          |         |          |   |
|   |        |                        |          |         |          |   |
|   |   that |                        |          |         |          |   |
|   |     I  |                        |          |         |          |   |
|   |        |                        |          |         |          |   |
|   |   know |                        |          |         |          |   |
|   |        |                        |          |         |          |   |
|   |   what |                        |          |         |          |   |
|   |        |                        |          |         |          |   |
|   |   they |                        |          |         |          |   |
|   |        |                        |          |         |          |   |
|   |    are |                        |          |         |          |   |
|   |        |                        |          |         |          |   |
|   |  going |                        |          |         |          |   |
|   |     to |                        |          |         |          |   |
|   |        |                        |          |         |          |   |
|   |   say. |                        |          |         |          |   |
+---+--------+------------------------+----------+---------+----------+---+
|   | 9.  I  |                        |         |        |         |   |
|   |        |                        |          |         |          |   |
|   |  conce |                        |          |         |          |   |
|   | ntrate |                        |          |         |          |   |
|   |     on |                        |          |         |          |   |
|   |     o  |                        |          |         |          |   |
|   | thers' |                        |          |         |          |   |
|   |     me |                        |          |         |          |   |
|   | ssages |                        |          |         |          |   |
|   |        |                        |          |         |          |   |
|   | rather |                        |          |         |          |   |
|   |        |                        |          |         |          |   |
|   |   than |                        |          |         |          |   |
|   |     on |                        |          |         |          |   |
|   |        |                        |          |         |          |   |
|   |  their |                        |          |         |          |   |
|   |     ph |                        |          |         |          |   |
|   | ysical |                        |          |         |          |   |
|   |        |                        |          |         |          |   |
|   |  appea |                        |          |         |          |   |
|   | rance. |                        |          |         |          |   |
+---+--------+------------------------+----------+---------+----------+---+
|   | 10. As |                        |         |        |         |   |
|   |     I  |                        |          |         |          |   |
|   |     l  |                        |          |         |          |   |
|   | isten, |                        |          |         |          |   |
|   |     I  |                        |          |         |          |   |
|   |        |                        |          |         |          |   |
|   | figure |                        |          |         |          |   |
|   |        |                        |          |         |          |   |
|   |    out |                        |          |         |          |   |
|   |        |                        |          |         |          |   |
|   |    how |                        |          |         |          |   |
|   |        |                        |          |         |          |   |
|   | others |                        |          |         |          |   |
|   |        |                        |          |         |          |   |
|   |    are |                        |          |         |          |   |
|   |     fe |                        |          |         |          |   |
|   | eling. |                        |          |         |          |   |
+---+--------+------------------------+----------+---------+----------+---+
|   | 11. I  |                        |         |        |         |   |
|   |        |                        |          |         |          |   |
|   |    ask |                        |          |         |          |   |
|   |        |                        |          |         |          |   |
|   | others |                        |          |         |          |   |
|   |     to |                        |          |         |          |   |
|   |     c  |                        |          |         |          |   |
|   | larify |                        |          |         |          |   |
|   |     or |                        |          |         |          |   |
|   |        |                        |          |         |          |   |
|   | repeat |                        |          |         |          |   |
|   |        |                        |          |         |          |   |
|   |  infor |                        |          |         |          |   |
|   | mation |                        |          |         |          |   |
|   |        |                        |          |         |          |   |
|   |   when |                        |          |         |          |   |
|   |     I  |                        |          |         |          |   |
|   |     am |                        |          |         |          |   |
|   |        |                        |          |         |          |   |
|   | unsure |                        |          |         |          |   |
|   |        |                        |          |         |          |   |
|   |   what |                        |          |         |          |   |
|   |        |                        |          |         |          |   |
|   |    was |                        |          |         |          |   |
|   |        |                        |          |         |          |   |
|   | meant. |                        |          |         |          |   |
+---+--------+------------------------+----------+---------+----------+---+
|   | 12. I  |                        |         |        |         |   |
|   |        |                        |          |         |          |   |
|   |    can |                        |          |         |          |   |
|   |     re |                        |          |         |          |   |
|   | member |                        |          |         |          |   |
|   |        |                        |          |         |          |   |
|   |    the |                        |          |         |          |   |
|   |        |                        |          |         |          |   |
|   |    imp |                        |          |         |          |   |
|   | ortant |                        |          |         |          |   |
|   |     d  |                        |          |         |          |   |
|   | etails |                        |          |         |          |   |
|   |     of |                        |          |         |          |   |
|   |        |                        |          |         |          |   |
|   |   what |                        |          |         |          |   |
|   |        |                        |          |         |          |   |
|   | others |                        |          |         |          |   |
|   |        |                        |          |         |          |   |
|   |   tell |                        |          |         |          |   |
|   |     me |                        |          |         |          |   |
|   |        |                        |          |         |          |   |
|   | during |                        |          |         |          |   |
|   |     co |                        |          |         |          |   |
|   | nversa |                        |          |         |          |   |
|   | tions. |                        |          |         |          |   |
+---+--------+------------------------+----------+---------+----------+---+
|   | 13. I  |                        |         |        |         |   |
|   |     r  |                        |          |         |          |   |
|   | estate |                        |          |         |          |   |
|   |        |                        |          |         |          |   |
|   |  infor |                        |          |         |          |   |
|   | mation |                        |          |         |          |   |
|   |        |                        |          |         |          |   |
|   |  given |                        |          |         |          |   |
|   |     to |                        |          |         |          |   |
|   |     me |                        |          |         |          |   |
|   |     to |                        |          |         |          |   |
|   |        |                        |          |         |          |   |
|   |   make |                        |          |         |          |   |
|   |        |                        |          |         |          |   |
|   |   sure |                        |          |         |          |   |
|   |        |                        |          |         |          |   |
|   |   that |                        |          |         |          |   |
|   |     I  |                        |          |         |          |   |
|   |        |                        |          |         |          |   |
|   |   unde |                        |          |         |          |   |
|   | rstand |                        |          |         |          |   |
|   |     it |                        |          |         |          |   |
|   |        |                        |          |         |          |   |
|   |   corr |                        |          |         |          |   |
|   | ectly. |                        |          |         |          |   |
+---+--------+------------------------+----------+---------+----------+---+
|   | 14. If |                        |         |        |         |   |
|   |     I  |                        |          |         |          |   |
|   |        |                        |          |         |          |   |
|   |   find |                        |          |         |          |   |
|   |        |                        |          |         |          |   |
|   |    I'm |                        |          |         |          |   |
|   |        |                        |          |         |          |   |
|   | losing |                        |          |         |          |   |
|   |        |                        |          |         |          |   |
|   |  track |                        |          |         |          |   |
|   |     of |                        |          |         |          |   |
|   |        |                        |          |         |          |   |
|   |   what |                        |          |         |          |   |
|   |        |                        |          |         |          |   |
|   | others |                        |          |         |          |   |
|   |        |                        |          |         |          |   |
|   |    are |                        |          |         |          |   |
|   |     s  |                        |          |         |          |   |
|   | aying, |                        |          |         |          |   |
|   |     I  |                        |          |         |          |   |
|   |        |                        |          |         |          |   |
|   |  conce |                        |          |         |          |   |
|   | ntrate |                        |          |         |          |   |
|   |     h  |                        |          |         |          |   |
|   | arder. |                        |          |         |          |   |
+---+--------+------------------------+----------+---------+----------+---+

+----------+-----------------------------------------------------------+
|          | # Hearing vs. Listening                                   |
+----------+-----------------------------------------------------------+
|          | Hearing is the special sense by which noises and tones    |
|          | are received as stimuli. Hearing is a sensory experience  |
|          | that gathers sound waves indiscriminately. We can hear    |
|          | something without choosing to listen.                     |
|          |                                                           |
|          | Listening is a voluntary activity. Listening includes     |
|          | more than just sound being received by the ear and        |
|          | transmitted to the brain. Listening includes interpreting |
|          | or processing that sound. Active listening involves       |
|          | listening with empathy.                                   |
+----------+-----------------------------------------------------------+
|          | # Active Listening                                        |
+----------+-----------------------------------------------------------+
|          | When you listen empathically, you don't just hear words.  |
|          | You hear thoughts, beliefs and feelings. Empathic         |
|          | listening is highly active and requires hard work.        |
|          | Following the steps below will help you to improve your   |
|          | listening skills.                                         |
|          |                                                           |
|          | 1.  The first step is to [decide to listen and            |
|          |     concentrate]{.underline} on the speaker.              |
|          |                                                           |
|          | 2.  Then, use your imagination and [enter the speaker's   |
|          |     situation]{.underline}. Concentrate and try to        |
|          |     imagine his or her frame of reference and point of    |
|          |     view.                                                 |
|          |                                                           |
|          | 3.  [Observe]{.underline} the speaker's vocal inflection, |
|          |     enthusiasm or lack of it, and style of delivery.      |
|          |     These are essential components of the message. If you |
|          |     are speaking face-to-face, pay attention to the       |
|          |     speaker's facial expressions and other nonverbal cues |
|          |     for more insight into the message.                    |
|          |                                                           |
|          | 4.  [Listen without interruption]{.underline}. Note key   |
|          |     phrases or use word associations to remember the      |
|          |     speaker's content.                                    |
|          |                                                           |
|          | 5.  Use paraphrasing or clarifying questions to           |
|          |     [confirm]{.underline} that you received the intended  |
|          |     message. Check your perceptions of how the speaker is |
|          |     feeling to put the text of the message in emotional   |
|          |     context.                                              |
|          |                                                           |
|          | 6.  Finally, [provide feedback]{.underline} to the        |
|          |     speaker.                                              |
+----------+-----------------------------------------------------------+
|          | # Practice Active Listening                               |
+----------+-----------------------------------------------------------+
| ![       | Like other skills, listening skills improve with          |
| ](media/ | practice. Ask a trusted friend to rate you honestly on    |
| image5.w | the listening self-assessment that you conducted earlier  |
| mf){widt | in this unit. Then, the next time someone comes to you    |
| h="0.659 | with a problem, work on the listening skills that need    |
| 02777777 | improvement. Practice empathic listening by attending,    |
| 77778in" | paraphrasing, and asking questions.                       |
| hei      |                                                           |
| ght="0.4 |                                                           |
| 8125in"} |                                                           |
+----------+-----------------------------------------------------------+

+----------+-----------------------------------------------------------+
|          | # Roadblocks to Effective Listening                       |
+----------+-----------------------------------------------------------+
|          | Roadblocks to effective listening can be external or      |
|          | internal. External roadblocks can include distracters     |
|          | such as: noise, an uncomfortable temperature or seating,  |
|          | or an inappropriate location. Try to be aware of external |
|          | roadblocks and offset them if possible.                   |
|          |                                                           |
|          | Internal roadblocks include a variety of conditions or    |
|          | reactions within the speaker or audience, such as:        |
|          |                                                           |
|          | -   Emotional interference.                               |
|          |                                                           |
|          | -   Defensiveness.                                        |
|          |                                                           |
|          | -   Hearing only facts and not feelings.                  |
|          |                                                           |
|          | -   Not seeking clarification.                            |
|          |                                                           |
|          | -   Hearing what is expected instead of what is said.     |
|          |                                                           |
|          | -   Stereotyping.                                         |
|          |                                                           |
|          | -   The halo effect (i.e., the tendency for something to  |
|          |     be influenced by a loosely associated factor.).       |
|          |                                                           |
|          | -   Automatic dismissal (e.g., "We've never done it that  |
|          |     way before.")                                         |
|          |                                                           |
|          | -   Resistance to change.                                 |
+----------+-----------------------------------------------------------+
|          | # Tips for Active Listening                               |
+----------+-----------------------------------------------------------+
|          | The following are additional techniques to help ensure    |
|          | active listening:                                         |
|          |                                                           |
|          | -   **Make eye contact.** Eye contact increases the       |
|          |     chances of "getting" the message and demonstrates     |
|          |     interest and attention. When listening to someone on  |
|          |     the phone, try [not]{.underline} to look at things    |
|          |     that will take attention away from the speaker.       |
|          |                                                           |
|          | -   **Adjust your body posture.** Posturefacing the      |
|          |     speaker and slightly leaning in suggests that you    |
|          |     are paying attention and helps you to stay tuned in.  |
|          |     When on the phone, position yourself so that you're   |
|          |     comfortable but not so relaxed that you lose the      |
|          |     ability to attend to the speaker.                     |
|          |                                                           |
|          | -   **Give verbal or nonverbal acknowledgment.**          |
|          |     Acknowledging the speaker helps involve you in the    |
|          |     communication process and shows you are paying        |
|          |     attention.                                            |
+----------+-----------------------------------------------------------+

+----------+-----------------------------------------------------------+
|          | # Tips for Active Listening (Continued)                   |
+----------+-----------------------------------------------------------+
|          | -   **Clear your mind.** Clear your mind of your own      |
|          |     thoughts to avoid wandering mentally.                 |
|          |                                                           |
|          | -   **Avoid distracting behaviors.** Distracting          |
|          |     behaviorsplaying with a pencil, drumming your        |
|          |     fingers, grimacing, jingling change in your pocket,   |
|          |     or othersmay take away from your ability to listen   |
|          |     and distract the speaker.                             |
+----------+-----------------------------------------------------------+
|          | # Communication Variables                                 |
+----------+-----------------------------------------------------------+
|          | There are numerous variables involved in the              |
|          | communication process. Some of these variables are        |
|          | described below.                                          |
|          |                                                           |
|          | -   [Differences between the sender and                   |
|          |     receiver]{.underline} affect the odds of successful   |
|          |     communication.                                        |
|          |                                                           |
|          | ```{=html}                                                |
|          | <!-- -->                                                  |
|          | ```                                                       |
|          | -   **Attitudes.** How different are the attitudes        |
|          |     between the sender and the receiver?                  |
|          |                                                           |
|          | -   **Information levels.** Is the sender or receiver     |
|          |     significantly more informed than the other?           |
|          |                                                           |
|          | -   **Communication skills.** The greater the difference  |
|          |     in the sender's and the receiver's communication      |
|          |     skills, the less likely it is that communication will |
|          |     be successful.                                        |
|          |                                                           |
|          | -   **Social systems** provide a context or background    |
|          |     for interpreting messages. If the sender and receiver |
|          |     do not share a similar social system, successful      |
|          |     communication is more of a challenge.                 |
|          |                                                           |
|          | -   **Sensory channel.** The five senses (i.e., seeing,   |
|          |     hearing, touching, tasting, and smelling) are the     |
|          |     basic channels of communication. Using more channels  |
|          |     increases the chance that communication will be       |
|          |     successful. Does the person attending a meeting via a |
|          |     conference call have the same communication           |
|          |     advantages as on-site attendees?                      |
+----------+-----------------------------------------------------------+
|          | -   [Differences in communication styles]{.underline}     |
|          |     often create an extra challenge. General behavior     |
|          |     patterns of our personalities form our personal       |
|          |     communication styles. These patterns can be           |
|          |     productive, nonproductive, or even counterproductive, |
|          |     and the interplay of these styles affects the         |
|          |     communication's effectiveness.                        |
|          |                                                           |
|          | Imagine a relatively shy gentleman, in a public place,    |
|          | who needs to locate ice for an injured wrist. Would it be |
|          | more challenging for him to communicate his need to four  |
|          | boisterous people playing video games or to someone       |
|          | quietly reading a book to a child? While he may be        |
|          | successful with either group, the difference in           |
|          | communication styles will pose more of a problem with the |
|          | first group.                                              |
+----------+-----------------------------------------------------------+

+----------+-----------------------------------------------------------+
|          | # Communication Variables (Continued)                     |
+----------+-----------------------------------------------------------+
|          | -   [Differences in previous experiences]{.underline}     |
|          |     create a filter through which we hear the world.      |
|          |     Inference, judgment, and generalization can become as |
|          |     significant as facts. The statement "There is a dog   |
|          |     in the room" will be heard differently by someone who |
|          |     has been bitten than by someone with a well-loved     |
|          |     pet.                                                  |
+----------+-----------------------------------------------------------+
|          | -   [Cultural differences]{.underline} will be covered in |
|          |     more detail in Unit 4. Like the three variables       |
|          |     described above, cultural differences impact how a    |
|          |     message is sent as well as the manner in which a      |
|          |     message is received. To be effective, you need to be  |
|          |     sensitive to cultural differences without             |
|          |     stereotyping.                                         |
+----------+-----------------------------------------------------------+

+----------+-----------------------------------------------------------+
| ![       | # Activity: Communication Habits                          |
| ](media/ |                                                           |
| image3.w |                                                           |
| mf){widt |                                                           |
| h="0.479 |                                                           |
| 86111111 |                                                           |
| 11111in" |                                                           |
| height   |                                                           |
| ="0.3611 |                                                           |
| 11111111 |                                                           |
| 1111in"} |                                                           |
+----------+-----------------------------------------------------------+
|          | Fold your arms. Now do it the opposite way. Notice how it |
|          | felt to fold your arms automatically and then to fold     |
|          | your arms the opposite way. When you tried the opposite   |
|          | way, did it feel strange and uncomfortable?               |
|          |                                                           |
|          | The experience you just had illustrates how a habit       |
|          | feels. Habits are ingrained and second nature. They can   |
|          | either be good or bad. Your communication habits will     |
|          | either enhance or detract from your effectiveness.        |
+----------+-----------------------------------------------------------+
|          | 1.  Identify some of your good communication habits. An   |
|          |     example of a good habit is asking questions to        |
|          |     understand a persons' frame of mind. Write down some  |
|          |     of your good habits below.                            |
|          |                                                           |
|          | \_\_\_\_\_\_\_\_\_\_\_\_                                  |
|          | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ |
|          | _\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ |
|          | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ |
|          | _\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ |
|          | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ |
|          | _\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ |
|          | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ |
|          | _\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ |
|          |                                                           |
|          | 2.  Identify some of your bad communication habits. Some  |
|          |     examples include interrupting or thinking about what  |
|          |     you're going to say next (rather than actively        |
|          |     listening). Write down some of your bad habits below. |
|          |                                                           |
|          | \_\_\_\_\_\_\_\_\_\_\_\_                                  |
|          | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ |
|          | _\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ |
|          | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ |
|          | _\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ |
|          | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ |
|          | _\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ |
|          | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ |
|          | _\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ |
|          |                                                           |
|          | You can substitute good communication behaviors for bad   |
|          | and, with practice, they will become habits.              |
+----------+-----------------------------------------------------------+

+----------+-----------------------------------------------------------+
|          | # Summary and Transition                                  |
+----------+-----------------------------------------------------------+
|          | Now that you have learned the basic communication model,  |
|          | the next unit will explore the added dimensions of        |
|          | communicating in an emergency. Before you begin applying  |
|          | what you've learned thus far to real-life scenarios in    |
|          | Unit 3, take a few minutes to complete the Knowledge      |
|          | Check on the next page.                                   |
+----------+-----------------------------------------------------------+

+----------+-----------------------------------------------------------+
| ![       | # Knowledge Check                                         |
| ](media/ |                                                           |
| image6.w |                                                           |
| mf){widt |                                                           |
| h="0.719 |                                                           |
| 44444444 |                                                           |
| 44444in" |                                                           |
| height=  |                                                           |
| "0.38958 |                                                           |
| 33333333 |                                                           |
| 3334in"} |                                                           |
+----------+-----------------------------------------------------------+
| *C       |                                                           |
| arefully |                                                           |
| read     |                                                           |
| each     |                                                           |
| question |                                                           |
| and all  |                                                           |
| of the   |                                                           |
| possible |                                                           |
| answers  |                                                           |
| before   |                                                           |
| s        |                                                           |
| electing |                                                           |
| the most |                                                           |
| app      |                                                           |
| ropriate |                                                           |
| response |                                                           |
| for each |                                                           |
| test     |                                                           |
| item.    |                                                           |
| Circle   |                                                           |
| the      |                                                           |
| letter   |                                                           |
| corre    |                                                           |
| sponding |                                                           |
| to the   |                                                           |
| answer   |                                                           |
| that you |                                                           |
| have*    |                                                           |
| *        |                                                           |
| chosen.* |                                                           |
| *        |                                                           |
| Complete |                                                           |
| all of   |                                                           |
| the      |                                                           |
| q        |                                                           |
| uestions |                                                           |
| without  |                                                           |
| looking  |                                                           |
| at the   |                                                           |
| course   |                                                           |
| ma       |                                                           |
| terial.* |                                                           |
+----------+-----------------------------------------------------------+
| 1.  In   |                                                           |
|     most |                                                           |
|          |                                                           |
|    cases |                                                           |
|     of   |                                                           |
|     unsu |                                                           |
| ccessful |                                                           |
|          |                                                           |
|   commun |                                                           |
| ication: |                                                           |
|          |                                                           |
| ``       |                                                           |
| `{=html} |                                                           |
| <!-- --> |                                                           |
| ```      |                                                           |
| a.  The  |                                                           |
|          |                                                           |
|  speaker |                                                           |
|     is   |                                                           |
|     c    |                                                           |
| oncerned |                                                           |
|     with |                                                           |
|     the  |                                                           |
|     li   |                                                           |
| stener's |                                                           |
|     f    |                                                           |
| eelings. |                                                           |
|          |                                                           |
| b.  The  |                                                           |
|          |                                                           |
|  speaker |                                                           |
|     is   |                                                           |
|          |                                                           |
|  focused |                                                           |
|     only |                                                           |
|     on   |                                                           |
|     his  |                                                           |
|     or   |                                                           |
|     her  |                                                           |
|     own  |                                                           |
|          |                                                           |
| message. |                                                           |
|          |                                                           |
| c.  The  |                                                           |
|          |                                                           |
|  speaker |                                                           |
|     is a |                                                           |
|     good |                                                           |
|     l    |                                                           |
| istener. |                                                           |
|          |                                                           |
| d.  The  |                                                           |
|          |                                                           |
| listener |                                                           |
|     is a |                                                           |
|     good |                                                           |
|          |                                                           |
| speaker. |                                                           |
|          |                                                           |
| e.  The  |                                                           |
|          |                                                           |
| listener |                                                           |
|     is   |                                                           |
|     not  |                                                           |
|     a    |                                                           |
|     good |                                                           |
|          |                                                           |
| speaker. |                                                           |
|          |                                                           |
| ``       |                                                           |
| `{=html} |                                                           |
| <!-- --> |                                                           |
| ```      |                                                           |
| 2.       |                                                           |
| Empathic |                                                           |
|     l    |                                                           |
| istening |                                                           |
|     is a |                                                           |
|     part |                                                           |
|     of   |                                                           |
|          |                                                           |
|   active |                                                           |
|     li   |                                                           |
| stening. |                                                           |
|          |                                                           |
|          |                                                           |
| a.  True |                                                           |
|          |                                                           |
|     b    |                                                           |
| .  False |                                                           |
|          |                                                           |
| 3        |                                                           |
| .  Commu |                                                           |
| nication |                                                           |
|     is   |                                                           |
|          |                                                           |
|   likely |                                                           |
|     to   |                                                           |
|          |                                                           |
| increase |                                                           |
|     in   |                                                           |
|     di   |                                                           |
| fficulty |                                                           |
|     when |                                                           |
|          |                                                           |
|    there |                                                           |
|     are  |                                                           |
|     sig  |                                                           |
| nificant |                                                           |
|     dif  |                                                           |
| ferences |                                                           |
|     in   |                                                           |
|     the  |                                                           |
|     \_   |                                                           |
| \_\_\_\_ |                                                           |
| \_\_\_\_ |                                                           |
| \_\_\_\_ |                                                           |
|     of   |                                                           |
|     the  |                                                           |
|          |                                                           |
|  speaker |                                                           |
|     and  |                                                           |
|     a    |                                                           |
| udience. |                                                           |
|          |                                                           |
|     a.   |                                                           |
| Cultural |                                                           |
|          |                                                           |
|      bac |                                                           |
| kgrounds |                                                           |
|          |                                                           |
|          |                                                           |
|    b.  E |                                                           |
| levation |                                                           |
|          |                                                           |
|     c.   |                                                           |
| Previous |                                                           |
|          |                                                           |
|      exp |                                                           |
| eriences |                                                           |
|          |                                                           |
|          |                                                           |
|    d.  B |                                                           |
|          |                                                           |
|      and |                                                           |
|          |                                                           |
|        C |                                                           |
|          |                                                           |
|          |                                                           |
|    e.  A |                                                           |
|          |                                                           |
|      and |                                                           |
|          |                                                           |
|        C |                                                           |
|          |                                                           |
| 4        |                                                           |
| .  Which |                                                           |
|     of   |                                                           |
|     the  |                                                           |
|     f    |                                                           |
| ollowing |                                                           |
|          |                                                           |
| internal |                                                           |
|     ro   |                                                           |
| adblocks |                                                           |
|     to   |                                                           |
|     e    |                                                           |
| ffective |                                                           |
|     l    |                                                           |
| istening |                                                           |
|     is   |                                                           |
|     exe  |                                                           |
| mplified |                                                           |
|     by   |                                                           |
|     the  |                                                           |
|     st   |                                                           |
| atement, |                                                           |
|          |                                                           |
|   "We've |                                                           |
|          |                                                           |
|    never |                                                           |
|     done |                                                           |
|     it   |                                                           |
|     that |                                                           |
|     way  |                                                           |
|          |                                                           |
| before?" |                                                           |
|          |                                                           |
|          |                                                           |
| a.  Halo |                                                           |
|          |                                                           |
|   effect |                                                           |
|          |                                                           |
|          |                                                           |
| b.  Ster |                                                           |
| eotyping |                                                           |
|          |                                                           |
|     c.   |                                                           |
|  Hearing |                                                           |
|          |                                                           |
|     only |                                                           |
|          |                                                           |
|    facts |                                                           |
|          |                                                           |
|      and |                                                           |
|          |                                                           |
|      not |                                                           |
|          |                                                           |
| feelings |                                                           |
|          |                                                           |
|          |                                                           |
|   d.  Re |                                                           |
| sistance |                                                           |
|          |                                                           |
|       to |                                                           |
|          |                                                           |
|   change |                                                           |
|          |                                                           |
|     e.   |                                                           |
|  Hearing |                                                           |
|          |                                                           |
|     only |                                                           |
|          |                                                           |
|     what |                                                           |
|          |                                                           |
|       is |                                                           |
|          |                                                           |
| expected |                                                           |
|          |                                                           |
| 5        |                                                           |
| .  Commu |                                                           |
| nication |                                                           |
|     is a |                                                           |
|          |                                                           |
|  one-way |                                                           |
|          |                                                           |
| process. |                                                           |
|          |                                                           |
| ``       |                                                           |
| `{=html} |                                                           |
| <!-- --> |                                                           |
| ```      |                                                           |
| a.  True |                                                           |
|          |                                                           |
| b        |                                                           |
| .  False |                                                           |
+----------+-----------------------------------------------------------+

+----------+-----------------------------------------------------------+
| ![](med  | # Knowledge Check (Continued)                             |
| ia/image |                                                           |
| 7.wmf){w |                                                           |
| idth="0. |                                                           |
| 90625in" |                                                           |
| height=  |                                                           |
| "0.30416 |                                                           |
| 66666666 |                                                           |
| 6664in"} |                                                           |
+----------+-----------------------------------------------------------+
|          | 1.  b                                                     |
|          |                                                           |
|          | 2.  a                                                     |
|          |                                                           |
|          | 3.  e                                                     |
|          |                                                           |
|          | 4.  d                                                     |
|          |                                                           |
|          | 5.  b                                                     |
+----------+-----------------------------------------------------------+

  -------------- --------------------------------------------------------
                 

                 **Unit 3: Communicating in an Emergency**
  -------------- --------------------------------------------------------

+----------+-----------------------------------------------------------+
|          | # Introduction                                            |
+----------+-----------------------------------------------------------+
|          | In an emergency, people depend on information for         |
|          | physical and emotional comfort. To be effective,          |
|          | emergency communications must be timely, accurate, and    |
|          | clearly stated.                                           |
|          |                                                           |
|          | This unit discusses differences between day-to-day and    |
|          | emergency communications and the types of communications  |
|          | most commonly used in emergencies.                        |
+----------+-----------------------------------------------------------+
|          | # Unit 3 Objectives                                       |
+----------+-----------------------------------------------------------+
|          | After completing this unit, you should be able to:        |
|          |                                                           |
|          | -   Describe how day-to-day communication differs from    |
|          |     emergency communication.                              |
|          |                                                           |
|          | -   Select the most appropriate form of communication for |
|          |     a given situation.                                    |
|          |                                                           |
|          | -   Identify appropriate and inappropriate uses of        |
|          |     e-mail, the Internet, and other technologies.         |
+----------+-----------------------------------------------------------+

+----------+-----------------------------------------------------------+
|          | # Characteristics of Emergency Communications             |
+----------+-----------------------------------------------------------+
|          | Whenever we communicate, we must consider the differences |
|          | between emergency and day-to-day communications. These    |
|          | differences are described briefly in the points that      |
|          | follow.                                                   |
|          |                                                           |
|          | ### Emergency information is important                    |
|          |                                                           |
|          | Studies show that during an emergency, information is as  |
|          | critically important to people as food or water. Not only |
|          | can accurate information mean the difference between life |
|          | and death, it can provide reassurance that response and   |
|          | recovery are truly underway.                              |
|          |                                                           |
|          | ### Timeliness is essential                               |
|          |                                                           |
|          | If official answers are not available, rumor and          |
|          | speculation quickly fill the information vacuum. Then,    |
|          | not only must you disseminate correct information, but    |
|          | you also need to counter the misinformation that          |
|          | circulated.                                               |
+----------+-----------------------------------------------------------+
|          | ### To use media in a timely fashion, learn local medi    |
|          | a news cycles and deadlines. For example, if news occurs  |
|          | at 4:00 p.m., you can most likely get it on the radio imm |
|          | ediately, on television in time for the 5:00 p.m. report, |
|          |  and into the next morning's edition of the local paper.  |
|          |                                                           |
|          | ###                                                       |
|          |                                                           |
|          | ### Warnings require response                             |
|          |                                                           |
|          | Emergency warnings differ from other kinds of messages    |
|          | because their purpose is to elicit a specific response    |
|          | from the public---rather than merely raise awareness or   |
|          | provide knowledge.                                        |
+----------+-----------------------------------------------------------+
|          | ### Barriers to communication                             |
|          |                                                           |
|          | It is more difficult for people to hear messages during   |
|          | an emergency. Stress, change of routine, and lack of      |
|          | sleep all can be hurdles to overcome when communicating   |
|          | during emergencies.                                       |
|          |                                                           |
|          | ### Partner to ensure that all messages are consistent    |
|          |                                                           |
|          | There may be many responders participating in the         |
|          | emergency. It is important that information is shared and |
|          | that information made public "speaks with one voice."     |
+----------+-----------------------------------------------------------+

+----------+-----------------------------------------------------------+
|          | # Characteristics of Emergency Communications (Continued) |
+----------+-----------------------------------------------------------+
| ![       | **Make sure your message is clear.** When communicating   |
| ](media/ | in an emergency, you should [always]{.underline}:         |
| image5.w |                                                           |
| mf){widt | -   Present the information in sequence; present the      |
| h="0.659 |     reason for the message, the supporting information,   |
| 02777777 |     and the conclusion.                                   |
| 77778in" |                                                           |
| hei      | -   Word the message precisely, making every word count.  |
| ght="0.4 |                                                           |
| 8125in"} | -   Avoid jargon, codes, and acronyms.                    |
|          |                                                           |
|          | -   Use common names for all personnel and facilities.    |
|          |                                                           |
|          | -   Omit unnecessary details.                             |
|          |                                                           |
|          | -   Speak in sync with other related authorities.         |
|          |                                                           |
|          | -   Keep messages consistent across various media.        |
+----------+-----------------------------------------------------------+
| ![       | Take a few moments to jot down lessons learned about      |
| ](media/ | timely and accurate communication from emergencies or     |
| image3.w | crises you have experienced.                              |
| mf){widt |                                                           |
| h="0.479 |                                                           |
| 86111111 |                                                           |
| 11111in" |                                                           |
| height   |                                                           |
| ="0.3611 |                                                           |
| 11111111 |                                                           |
| 1111in"} |                                                           |
+----------+-----------------------------------------------------------+
|          | # Types of Communication                                  |
+----------+-----------------------------------------------------------+
|          | Communication media range in complexity from handwritten  |
|          | notices to international satellite broadcasts. The        |
|          | communication tools most frequently used in emergencies   |
|          | and the advantages of each type are listed below.         |
|          |                                                           |
|          | ### Emergency Alert System (EAS)                          |
|          |                                                           |
|          | The EAS is an established communication method that warns |
|          | a community quickly of impending dangers. All local       |
|          | partners should be well versed in the use of warning      |
|          | tones, crawl messages (a message that moves across the    |
|          | bottom of a TV screen), cable television override,        |
|          | National Oceanic and Atmospheric Administration (NOAA)    |
|          | weather radio, and other warning technologies linked to   |
|          | EAS.                                                      |
+----------+-----------------------------------------------------------+

+----------+-----------------------------------------------------------+
|          | # Types of Communication (Continued)                      |
+----------+-----------------------------------------------------------+
|          | ### Oral Communication                                    |
|          |                                                           |
|          | Types of oral communication include:                      |
|          |                                                           |
|          | -   Individual briefings.                                 |
|          |                                                           |
|          | -   Phone conversations.                                  |
|          |                                                           |
|          | -   Public speeches.                                      |
|          |                                                           |
|          | -   On-air interviews.                                    |
|          |                                                           |
|          | -   Public Service Announcements (radio and/or            |
|          |     television).                                          |
|          |                                                           |
|          | Oral communication is fluid and dynamic, and is shaped by |
|          | both the speaker and the audience. Oral communication is  |
|          | enhanced by nonverbal communication such as body language |
|          | and tone of voice.                                        |
+----------+-----------------------------------------------------------+
|          | ### Print Communication                                   |
|          |                                                           |
|          | In many emergency situations, it is best to use written   |
|          | communication.                                            |
|          |                                                           |
|          | ### Types of print communication include:                 |
|          |                                                           |
|          | ###                                                       |
|          |                                                           |
|          | -   Fax                                                   |
|          |                                                           |
|          | ###                                                       |
|          |                                                           |
|          | -   E-mail                                                |
|          |                                                           |
|          | ###                                                       |
|          |                                                           |
|          | -   Public notice                                         |
|          |                                                           |
|          | ###                                                       |
|          |                                                           |
|          | -   Fact sheet or flier                                   |
|          |                                                           |
|          | ###                                                       |
|          |                                                           |
|          | -   Press release                                         |
|          |                                                           |
|          | -   Feature article                                       |
|          |                                                           |
|          | Never underestimate the value of documentation. It allows |
|          | the information to:                                       |
|          |                                                           |
|          | -   Be consulted in the future.                           |
|          |                                                           |
|          | -   Exist independent of human memory.                    |
|          |                                                           |
|          | -   Be reviewed and revised before it is delivered.       |
|          |                                                           |
|          | -   Be passed on intact to a second audience.             |
+----------+-----------------------------------------------------------+

+----------+-----------------------------------------------------------+
|          | # Types of Communication (Continued)                      |
+----------+-----------------------------------------------------------+
| ![       | Samples of various kinds of print communications are      |
| ](media/ | featured in Job Aid 3-1: Templates for Written            |
| image5.w | Communications on pages 3.23 through 3.32. This Job Aid   |
| mf){widt | is also included in Appendix A.                           |
| h="0.659 |                                                           |
| 02777777 |                                                           |
| 77778in" |                                                           |
| hei      |                                                           |
| ght="0.4 |                                                           |
| 8125in"} |                                                           |
+----------+-----------------------------------------------------------+
|          | Choosing the most effective communication tool.           |
|          |                                                           |
|          | The most effective communication tool is one that:        |
|          |                                                           |
|          | -   Reaches the identified target audience.               |
|          |                                                           |
|          | -   Gets information to the audience when they need it,   |
|          |     for as long as they need it.                          |
|          |                                                           |
|          | -   Can be expected to deliver the message reliably.      |
|          |                                                           |
|          | -   Enhances comprehension of the message content.        |
|          |                                                           |
|          | -   Can be accessed within resource limitations.          |
+----------+-----------------------------------------------------------+
|          | While technology is not a communication solution in       |
|          | itself, the right technology can support and enhance your |
|          | communication. Most often, you will use a combination of  |
|          | methods to deliver a consistent message. Other times, one |
|          | communication tool is sufficient. Your selection will     |
|          | depend upon the reach and frequency you want to achieve,  |
|          | as well as the message content and audience.              |
|          |                                                           |
|          | Each of the seven following pages gives a communication   |
|          | goal with strategy considerations in the first two        |
|          | columns. The last column is for you to fill in with the   |
|          | communication method or type you think would best achieve |
|          | the goal. You may refer to the types of communication     |
|          | listed on pages 3.3 and 3.4. However, there may be a      |
|          | variety of other methods that apply to a given            |
|          | communication situation and you are not limited to those  |
|          | in the book. Consider your choice or choices              |
|          | realistically and add it or them to the last column.      |
+----------+-----------------------------------------------------------+

+----------+-----------------------------------------------------------+
|          | # Types of Communication (Continued)                      |
+----------+-----------------------------------------------------------+
| ![       |                                                           |
| ](media/ |                                                           |
| image5.w |                                                           |
| mf){widt |                                                           |
| h="0.659 |                                                           |
| 02777777 |                                                           |
| 77778in" |                                                           |
| hei      |                                                           |
| ght="0.4 |                                                           |
| 8125in"} |                                                           |
+----------+-----------------------------------------------------------+

+-----------------------+-----------------------+-----------------------+
| # Choosing Among      |                       |                       |
| Communication Methods |                       |                       |
+-----------------------+-----------------------+-----------------------+
| **Goal**              | **Strategy            | **Communication       |
|                       | Considerations**      | Method or Type**      |
+-----------------------+-----------------------+-----------------------+
| Choose methods that   | -   Are you sending   |                       |
| reach your identified |     your message to   |                       |
| target audience most  |     the general       |                       |
| quickly and           |     public?           |                       |
| effectively. (Who is  |                       |                       |
| the audience?)        | -   Does your message |                       |
|                       |     apply only to     |                       |
|                       |     people living in  |                       |
|                       |     a specific        |                       |
|                       |     geographic area?  |                       |
|                       |                       |                       |
|                       | -   Is your message   |                       |
|                       |     intended for      |                       |
|                       |     emergency         |                       |
|                       |     management        |                       |
|                       |     personnel only?   |                       |
|                       |                       |                       |
|                       | -   What is the       |                       |
|                       |     primary language  |                       |
|                       |     of the audience?  |                       |
|                       |     Are there other   |                       |
|                       |     languages that    |                       |
|                       |     must also be      |                       |
|                       |     accommodated?     |                       |
|                       |                       |                       |
|                       | -   Where does this   |                       |
|                       |     audience usually  |                       |
|                       |     obtain newsTV?   |                       |
|                       |     Radio?            |                       |
|                       |     Newspapers?       |                       |
|                       |     Community venues? |                       |
|                       |                       |                       |
|                       | -   How many people   |                       |
|                       |     are in the target |                       |
|                       |     audience?         |                       |
+-----------------------+-----------------------+-----------------------+

+----------+-----------+-----------------------+-----------------------+
|          | # Types o |                       |                       |
|          | f Communi |                       |                       |
|          | cation (C |                       |                       |
|          | ontinued) |                       |                       |
+----------+-----------+-----------------------+-----------------------+
| **Goal** |           | **Strategy            | **Communication       |
|          |           | Considerations**      | Method or Type**      |
+----------+-----------+-----------------------+-----------------------+
| Match    |           | -   Is this           |                       |
| the      |           |     information       |                       |
| speed    |           |     immediately       |                       |
| and      |           |     safety related?   |                       |
| f        |           |                       |                       |
| requency |           | -   Is this referral  |                       |
| of the   |           |     information for   |                       |
| media to |           |     future recovery?  |                       |
| how      |           |                       |                       |
| quickly  |           | -   Should urgency    |                       |
| and long |           |     take priority     |                       |
| your     |           |     over style and    |                       |
| audience |           |     format?           |                       |
| needs to |           |                       |                       |
| know.    |           | -   When do various   |                       |
|          |           |     media air,        |                       |
| (How     |           |     publish, or       |                       |
| quickly  |           |     broadcast         |                       |
| do they  |           |     information?      |                       |
| need     |           |                       |                       |
| this     |           |                       |                       |
| infor    |           |                       |                       |
| mation?) |           |                       |                       |
+----------+-----------+-----------------------+-----------------------+

+----------+-----------+-----------------------+-----------------------+
|          | # Types o |                       |                       |
|          | f Communi |                       |                       |
|          | cation (C |                       |                       |
|          | ontinued) |                       |                       |
+----------+-----------+-----------------------+-----------------------+
| **Goal** |           | **Strategy            | **Communication       |
|          |           | Considerations**      | Method or Type**      |
+----------+-----------+-----------------------+-----------------------+
| Ensure   |           | -   Are the radio,    |                       |
| that     |           |     television, and   |                       |
| your     |           |     newspaper         |                       |
| choice   |           |     companies         |                       |
| of media |           |     functioning       |                       |
| is       |           |     normally?         |                       |
| reliable |           |                       |                       |
| during   |           | -   Is mail delivery  |                       |
| the      |           |     interrupted?      |                       |
| em       |           |                       |                       |
| ergency. |           | -   Are there         |                       |
| (During  |           |     widespread power  |                       |
| *this    |           |     outages that      |                       |
| e        |           |     affect some or    |                       |
| mergency |           |     all media         |                       |
| sit      |           |     outlets?          |                       |
| uation*, |           |                       |                       |
| which    |           |                       |                       |
| media    |           |                       |                       |
| are      |           |                       |                       |
| func     |           |                       |                       |
| tional?) |           |                       |                       |
+----------+-----------+-----------------------+-----------------------+

+----------+-----------+-----------------------+-----------------------+
|          | # Types o |                       |                       |
|          | f Communi |                       |                       |
|          | cation (C |                       |                       |
|          | ontinued) |                       |                       |
+----------+-----------+-----------------------+-----------------------+
| **Goal** |           | **Strategy            | **Communication       |
|          |           | Considerations**      | Method or Type**      |
+----------+-----------+-----------------------+-----------------------+
| Choose   |           | -   Is your message   |                       |
| app      |           |     too sensitive to  |                       |
| ropriate |           |     send via fax?     |                       |
| media to |           |                       |                       |
| enhance  |           | -   Is your audience  |                       |
| compre   |           |     geographically    |                       |
| hension. |           |     concentrated      |                       |
| (Which   |           |     enough to make a  |                       |
| medium   |           |     public meeting    |                       |
| is the   |           |     possible?         |                       |
| best fit |           |                       |                       |
| for my   |           | -   Can you make your |                       |
| m        |           |     point on a        |                       |
| essage?) |           |     billboard?        |                       |
+----------+-----------+-----------------------+-----------------------+

+----------+-----------+-----------------------+-----------------------+
|          | # Types o |                       |                       |
|          | f Communi |                       |                       |
|          | cation (C |                       |                       |
|          | ontinued) |                       |                       |
+----------+-----------+-----------------------+-----------------------+
| **Goal** |           | **Strategy            | **Communication       |
|          |           | Considerations**      | Method or Type**      |
+----------+-----------+-----------------------+-----------------------+
| Consider |           | -   Which staff will  |                       |
| your     |           |     you need to       |                       |
| r        |           |     implement this    |                       |
| esources |           |     media approach?   |                       |
| in your  |           |                       |                       |
| media    |           | -   Can your budget   |                       |
| choice.  |           |     afford a          |                       |
| (What    |           |     televised public  |                       |
| may be   |           |     service           |                       |
| required |           |     announcement?     |                       |
| when you |           |                       |                       |
| choose   |           | -   Can you deliver   |                       |
| each     |           |     an effective      |                       |
| commu    |           |     public speech?    |                       |
| nication |           |                       |                       |
| tool?)   |           |                       |                       |
+----------+-----------+-----------------------+-----------------------+

+----------+-----------+-----------------------+-----------------------+
|          | # Types o |                       |                       |
|          | f Communi |                       |                       |
|          | cation (C |                       |                       |
|          | ontinued) |                       |                       |
+----------+-----------+-----------------------+-----------------------+
|          | *Possible |                       |                       |
|          | a         |                       |                       |
|          | dditional |                       |                       |
|          | consi     |                       |                       |
|          | derations |                       |                       |
|          | include:* |                       |                       |
+----------+-----------+-----------------------+-----------------------+
| # Choo   |           |                       |                       |
| sing Amo |           |                       |                       |
| ng Commu |           |                       |                       |
| nication |           |                       |                       |
|  Methods |           |                       |                       |
+----------+-----------+-----------------------+-----------------------+
| **Goal** |           | **Strategy            | **Communication       |
|          |           | Considerations**      | Method or Type**      |
+----------+-----------+-----------------------+-----------------------+
| Choose   |           | -   What is the       |                       |
| methods  |           |     primary language  |                       |
| that     |           |     of the intended   |                       |
| reach    |           |     audience?         |                       |
| your     |           |                       |                       |
| id       |           | -   Where does this   |                       |
| entified |           |     audience usually  |                       |
| target   |           |     obtain news?      |                       |
| audience |           |                       |                       |
| most     |           | -   How many people   |                       |
| quickly  |           |     does the          |                       |
| and      |           |     information need  |                       |
| effe     |           |     to reach?         |                       |
| ctively. |           |                       |                       |
|          |           |                       |                       |
| (Who is  |           |                       |                       |
| the      |           |                       |                       |
| au       |           |                       |                       |
| dience?) |           |                       |                       |
+----------+-----------+-----------------------+-----------------------+
| Match    |           | -   How long will     |                       |
| the      |           |     this information  |                       |
| speed    |           |     be useful to the  |                       |
| and      |           |     audience?         |                       |
| f        |           |                       |                       |
| requency |           | -   How many times do |                       |
| of the   |           |     you think your    |                       |
| media to |           |     audience needs to |                       |
| how      |           |     see or hear your  |                       |
| quickly  |           |     information       |                       |
| and long |           |     before they act   |                       |
| your     |           |     on it?            |                       |
| audience |           |                       |                       |
| needs    |           | -   Should urgency    |                       |
| the      |           |     take priority     |                       |
| info     |           |     over "crossing    |                       |
| rmation. |           |     every t and       |                       |
|          |           |     dotting every i"  |                       |
| (When do |           |     in producing the  |                       |
| they     |           |     communication?    |                       |
| need     |           |                       |                       |
| this     |           |                       |                       |
| infor    |           |                       |                       |
| mation?) |           |                       |                       |
+----------+-----------+-----------------------+-----------------------+
| Ensure   |           | -   Are residents     |                       |
| that     |           |     currently located |                       |
| your     |           |     at their normal   |                       |
| choice   |           |     mailing           |                       |
| of media |           |     addresses?        |                       |
| is       |           |                       |                       |
| reliable |           | -   Can you identify  |                       |
| during   |           |     public places     |                       |
| the      |           |     where your        |                       |
| em       |           |     audience can      |                       |
| ergency. |           |     assemble?         |                       |
| (During  |           |                       |                       |
| *this    |           | -   Is your           |                       |
| e        |           |     after-hours       |                       |
| mergency |           |     contact           |                       |
| sit      |           |     information for   |                       |
| uation*, |           |     key emergency     |                       |
| which    |           |     partners          |                       |
| media    |           |     up-to-date?       |                       |
| are      |           |                       |                       |
| func     |           |                       |                       |
| tional?) |           |                       |                       |
+----------+-----------+-----------------------+-----------------------+

+----------+-----------+-----------------------+-----------------------+
|          | #         |                       |                       |
|          |  Types of |                       |                       |
|          |  Communic |                       |                       |
|          | ations (C |                       |                       |
|          | ontinued) |                       |                       |
+----------+-----------+-----------------------+-----------------------+
| **Goal** |           | **Strategy            | **Communication       |
|          |           | Considerations**      | Method or Type**      |
+----------+-----------+-----------------------+-----------------------+
| Choose   |           | -   Should you        |                       |
| app      |           |     prepare           |                       |
| ropriate |           |     explanatory       |                       |
| media to |           |     handouts to       |                       |
| enhance  |           |     support a public  |                       |
| compre   |           |     speech that       |                       |
| hension. |           |     presents          |                       |
|          |           |     complicated       |                       |
| (Which   |           |     ideas?            |                       |
| medium   |           |                       |                       |
| is the   |           | -   Does the urgency  |                       |
| best fit |           |     of this           |                       |
| for my   |           |     information       |                       |
| m        |           |     warrant an        |                       |
| essage?) |           |     immediate press   |                       |
|          |           |     conference?       |                       |
|          |           |                       |                       |
|          |           | -   Will your         |                       |
|          |           |     audience want to  |                       |
|          |           |     refer to this     |                       |
|          |           |     information       |                       |
|          |           |     repeatedly?       |                       |
+----------+-----------+-----------------------+-----------------------+
| Consider |           | -   Are on-site       |                       |
| your     |           |     interpreters      |                       |
| r        |           |     needed?           |                       |
| esources |           |                       |                       |
| in your  |           | -   Do you have       |                       |
| media    |           |     sufficient        |                       |
| choice.  |           |     desktop           |                       |
|          |           |     publishing        |                       |
| (What    |           |     skills?           |                       |
| may be   |           |                       |                       |
| required |           | -   Are the batteries |                       |
| when you |           |     fresh in your     |                       |
| choose   |           |     hand-held radio?  |                       |
| each     |           |                       |                       |
| commu    |           |                       |                       |
| nication |           |                       |                       |
| tool?)   |           |                       |                       |
+----------+-----------+-----------------------+-----------------------+

+----------+-----------------------------------------------------------+
| ![       | Take a fresh look at your Warning and Communication       |
| ](media/ | annexes.                                                  |
| image3.w |                                                           |
| mf){widt | Obtain copies of the Warning and Communication annexes to |
| h="0.479 | your State and local emergency plans. Review them in      |
| 86111111 | terms of the information you have learned in this unit    |
| 11111in" | and determine:                                            |
| height   |                                                           |
| ="0.3611 | -   How does your community issue emergency               |
| 11111111 |     communications?                                       |
| 1111in"} |                                                           |
|          | -   What areas of emergency communications can be         |
|          |     improved?                                             |
|          |                                                           |
|          | -   What steps can you take to implement these improved   |
|          |     communications?                                       |
|          |                                                           |
|          | -   Should you partner with others in this effort?        |
|          |                                                           |
|          | In addition to these planning considerations, the next    |
|          | section will explain some of the recent changes in        |
|          | emergency planning requirements.                          |
+----------+-----------------------------------------------------------+

+----------+-----------------------------------------------------------+
|          | # Recent Changes to Emergency Planning Requirements       |
+----------+-----------------------------------------------------------+
|          | The terrorist attacks of September 11, 2001, illustrated  |
|          | the need for all levels of government, the private        |
|          | sector, and nongovernmental agencies to prepare for,      |
|          | protect against, respond to, and recover from a wide      |
|          | spectrum of events that exceed the capabilities of any    |
|          | single entity. These events require a unified and         |
|          | coordinated national approach to planning and to domestic |
|          | incident management. To address this need, the President  |
|          | signed a series of Homeland Security Presidential         |
|          | Directives (HSPDs) that were intended to develop a common |
|          | approach to preparedness and response. Two HSPDs are of   |
|          | particular importance in effective decision making for    |
|          | your jurisdiction:                                        |
+----------+-----------------------------------------------------------+
|          | -   **HSPD-5, Management of Domestic Incidents**,         |
|          |     identifies steps for improved coordination in         |
|          |     response to incidents. It requires the Department of  |
|          |     Homeland Security (DHS) to coordinate with other      |
|          |     Federal departments and agencies and State, local,    |
|          |     and Tribal governments to establish a National        |
|          |     Response Plan (NRP) and a National Incident           |
|          |     Management System (NIMS).                             |
|          |                                                           |
|          | -   **HSPD-8, National Preparedness**, describes the way  |
|          |     Federal departments and agencies will prepare. It     |
|          |     requires DHS to coordinate with other Federal         |
|          |     departments and agencies---and with State, local, and |
|          |     Tribal governments to develop a National Preparedness |
|          |     Goal.                                                 |
+----------+-----------------------------------------------------------+
|          | Together, NIMS, the NRP, and the National Preparedness    |
|          | Goal define what needs to be done to prevent, protect     |
|          | against, respond to, and recover from a major event; how  |
|          | it needs to be done; and how well it needs to be done.    |
|          | These efforts align Federal, State, local, and Tribal     |
|          | entities; the private sector; and nongovernmental         |
|          | agencies to provide an effective and efficient national   |
|          | structure for preparedness, incident management, and      |
|          | emergency response.                                       |
+----------+-----------------------------------------------------------+
|          | ## NIMS                                                   |
+----------+-----------------------------------------------------------+
|          | NIMS provides a consistent framework for incident         |
|          | management at all jurisdictional levels, regardless of    |
|          | the cause, size, or complexity of the incident. Building  |
|          | on the Incident Command System (ICS), NIMS provides the   |
|          | nation's first responders and authorities with the same   |
|          | foundation for incident management for terrorist attacks, |
|          | natural disasters, and all other emergencies. [NIMS       |
|          | requires that ICS be institutionalized and used to manage |
|          | all domestic incidents]{.underline}.                      |
+----------+-----------------------------------------------------------+

+----------+-----------------------------------------------------------+
|          | ## NIMS (Continued)                                       |
+----------+-----------------------------------------------------------+
|          | According to the NIMS Integration Center,                 |
|          | "institutionalizing the use of ICS" means that government |
|          | officials, incident managers, and emergency response      |
|          | organizations at all jurisdictional levels adopt the      |
|          | Incident Command System. Actions to institutionalizing    |
|          | ICS takes place at two levels---policy and                |
|          | organizational/operational.                               |
+----------+-----------------------------------------------------------+
|          | At the policy level, institutionalizing ICS means         |
|          | government officials:                                     |
|          |                                                           |
|          | -   Adopt ICS through executive order, proclamation or    |
|          |     legislation as the jurisdiction's official incident   |
|          |     response system.                                      |
|          |                                                           |
|          | -   Direct that incident managers and response            |
|          |     organizations in their jurisdictions train, exercise, |
|          |     and use ICS in their response operations.             |
|          |                                                           |
|          | At the organizational/operational level, incident         |
|          | managers and emergency response organizations should:     |
|          |                                                           |
|          | -   Integrate ICS into functional, system-wide emergency  |
|          |     operations policies, plans, and procedures.           |
|          |                                                           |
|          | -   Provide ICS training for responders, supervisors, and |
|          |     command-level officers.                               |
|          |                                                           |
|          | -   Conduct exercises for responders at all levels,       |
|          |     including responders from all disciplines and         |
|          |     jurisdictions.                                        |
+----------+-----------------------------------------------------------+
|          | NIMS integrates existing best practices into a            |
|          | consistent, nationwide approach to domestic incident      |
|          | management that is applicable at all jurisdictional       |
|          | levels and across functional disciplines. Six major       |
|          | components make up the NIMS system approach:              |
+----------+-----------------------------------------------------------+

+----------+-----------------------------------------------------------+
|          | ## NIMS (Continued)                                       |
+----------+-----------------------------------------------------------+
|          | -   **Command and Management:** NIMS standard incident    |
|          |     command structures are based on three key             |
|          |     organizational systems:                               |
|          |                                                           |
|          | ```{=html}                                                |
|          | <!-- -->                                                  |
|          | ```                                                       |
|          | -   [ICS]{.underline}: ICS defines the operating          |
|          |     characteristics, interactive management components,   |
|          |     and structure of incident management and emergency    |
|          |     response organizations engaged throughout the life    |
|          |     cycle of an incident.                                 |
|          |                                                           |
|          | -   [Multiagency Coordination Systems]{.underline}:       |
|          |     Multiagency coordination systems define the operating |
|          |     characteristics, interactive management components,   |
|          |     and organizational structure of supporting incident   |
|          |     management entities engaged at the Federal, State,    |
|          |     local, Tribal, and regional levels through mutual-aid |
|          |     agreements and other assistance arrangements.         |
|          |                                                           |
|          | -   [Public Information Systems]{.underline}: Public      |
|          |     information systems refer to processes, procedures,   |
|          |     and systems for communicating timely and accurate     |
|          |     information to the public during crisis or emergency  |
|          |     situations.                                           |
+----------+-----------------------------------------------------------+
|          | -   **Preparedness:** Effective incident management       |
|          |     begins with a host of preparedness activities         |
|          |     conducted on a "steady-state" basis, well in advance  |
|          |     of any potential incident. Preparedness involves an   |
|          |     integrated combination of planning, training,         |
|          |     exercises, personnel qualification and certification  |
|          |     standards, equipment acquisition and certification    |
|          |     standards, and publication management processes and   |
|          |     activities.                                           |
|          |                                                           |
|          | -   **Resource Management:** NIMS defines standardized    |
|          |     mechanisms and establishes requirements for processes |
|          |     to describe, inventory, mobilize, dispatch, track,    |
|          |     and recover resources over the life cycle of an       |
|          |     incident.                                             |
|          |                                                           |
|          | -   **Communications and Information Management:** NIMS   |
|          |     identifies the requirements for a standardized        |
|          |     framework for communications, information management  |
|          |     (collection, analysis, and dissemination), and        |
|          |     information sharing at all levels of incident         |
|          |     management.                                           |
+----------+-----------------------------------------------------------+

+----------+-----------------------------------------------------------+
|          | ## NIMS (Continued)                                       |
+----------+-----------------------------------------------------------+
|          | -   **Supporting Technologies:** Technology and           |
|          |     technological systems provide supporting capabilities |
|          |     essential to implementing and refining NIMS. These    |
|          |     include voice and data communications systems,        |
|          |     information management systems (e.g., recordkeeping   |
|          |     and resource tracking), and data display systems.     |
|          |     Also included are specialized technologies that       |
|          |     facilitate ongoing operations and incident management |
|          |     activities in situations that call for unique         |
|          |     technology-based capabilities.                        |
|          |                                                           |
|          | -   **Ongoing Management and Maintenance:** This          |
|          |     component establishes an activity to provide          |
|          |     strategic direction for and oversight of NIMS,        |
|          |     supporting both routine review and the continuous     |
|          |     refinement of the system and its components over the  |
|          |     long term.                                            |
|          |                                                           |
|          | Additional information about NIMS can be accessed online  |
|          | at [www.fema.gov/NIMS](http://www.fema.gov/NIMS) or by    |
|          | completing EMI's IS 700 online course.                    |
+----------+-----------------------------------------------------------+
|          | ## The NRP                                                |
+----------+-----------------------------------------------------------+
|          | The NRP is an all-discipline, all-hazard plan for the     |
|          | management of domestic incidents. The NRP provides the    |
|          | structure and mechanisms to coordinate and integrate      |
|          | incident management activities and emergency support      |
|          | functions across Federal, State, local, and Tribal        |
|          | government entities; the private sector; and              |
|          | nongovernmental organizations.                            |
+----------+-----------------------------------------------------------+
|          | The NRP:                                                  |
|          |                                                           |
|          | -   **Builds on what works from previous plans and        |
|          |     incident responses.** The NRP represents a true       |
|          |     "national" framework in terms of both product and     |
|          |     process. The NRP development process included         |
|          |     extensive vetting and coordination with Federal,      |
|          |     State, local, and Tribal agencies; nongovernmental    |
|          |     organizations; private-sector entities; and the       |
|          |     first-responder and emergency management communities  |
|          |     across the country. The NRP incorporates best         |
|          |     practices from a wide variety of incident management  |
|          |     disciplines, including fire, rescue, emergency        |
|          |     management, law enforcement, public works, and        |
|          |     emergency medical services. The collective input      |
|          |     received from public- and private-sector partners has |
|          |     been, and will continue to be, absolutely critical to |
|          |     implementing and refining the core concepts included  |
|          |     in the plan.                                          |
|          |                                                           |
|          | -   **Forges new approaches and mechanisms to address     |
|          |     today's threats.** The NRP is not just a compilation  |
|          |     of elements. The whole is vastly more than the sum of |
|          |     its parts.                                            |
+----------+-----------------------------------------------------------+

+----------+-----------------------------------------------------------+
|          | ## The NRP (Continued)                                    |
+----------+-----------------------------------------------------------+
|          | -   **Addresses the complete spectrum of incident         |
|          |     management activities.** The NRP is unique and far    |
|          |     reaching. For the first time, the NRP eliminates      |
|          |     critical seams and ties together a complete spectrum  |
|          |     of incident management activities, including the      |
|          |     prevention of, preparedness for, response to, and     |
|          |     recovery from terrorist incidents, major natural      |
|          |     disasters, and other major emergencies.               |
|          |                                                           |
|          | -   **Uses NIMS to establish a framework for coordination |
|          |     among Federal, State, local, and Tribal governments;  |
|          |     nongovernmental organizations; and the private        |
|          |     sector.** The NRP is built on NIMS, which provides a  |
|          |     consistent doctrinal framework for incident           |
|          |     management at all jurisdictional levels, regardless   |
|          |     of incident cause, size, or complexity.               |
+----------+-----------------------------------------------------------+
|          | The NRP incorporates relevant portions of and supersedes  |
|          | the following plans:                                      |
|          |                                                           |
|          | -   The Federal Response Plan (FRP).                      |
|          |                                                           |
|          | -   The U.S. Government Interagency Domestic Terrorism    |
|          |     Concept of Operations Plan (CONPLAN). The Terrorism   |
|          |     Incident Law Enforcement and Investigation Annex of   |
|          |     the NRP revises and replaces the CONPLAN. The annex   |
|          |     describes the coordination of law enforcement and     |
|          |     investigation efforts during terrorist attacks.       |
|          |                                                           |
|          | -   The Federal Radiological Emergency Response Plan      |
|          |     (FRERP). The Nuclear/Radiological Incident Annex of   |
|          |     the NRP revises and replaces the FRERP. The annex     |
|          |     provides guidelines for radiological incidents that   |
|          |     are considered Incidents of National Significance and |
|          |     for those that fall below the threshold of an         |
|          |     Incident of National Significance.                    |
|          |                                                           |
|          | -   Initial National Response Plan (INRP).                |
+----------+-----------------------------------------------------------+
|          | These plans are linked to the NRP in the context of       |
|          | Incidents of National Significance, but remain as         |
|          | stand-alone documents in that they also provide detailed  |
|          | protocols for responding to routine incidents that        |
|          | normally are managed by Federal agencies without the need |
|          | for DHS coordination. The NRP also incorporates other     |
|          | existing Federal emergency response and incident          |
|          | management plans (with appropriate modifications and      |
|          | revisions) as integrated components, operational          |
|          | supplements, or supporting tactical plans.                |
+----------+-----------------------------------------------------------+

+----------+-----------------------------------------------------------+
|          | ## The NRP (Continued)                                    |
+----------+-----------------------------------------------------------+
|          | The NRP, as a core operational plan for national incident |
|          | management, also establishes national-level coordinating  |
|          | structures, processes, and protocols that will be         |
|          | incorporated into certain existing Federal interagency    |
|          | incident- or hazard-specific plans (for example, the      |
|          | National Oil and Hazardous Substances Pollution           |
|          | Contingency Plan) designed to implement the specific      |
|          | statutory authorities and responsibilities of various     |
|          | departments and agencies in specific contingency          |
|          | scenarios.                                                |
|          |                                                           |
|          | The main benefit of the NRP is that it [fully integrates  |
|          | emergency response and law enforcement elements into a    |
|          | single national strategy]{.underline}.                    |
|          |                                                           |
|          | The full text of the NRP can be downloaded at             |
|          | [www.dhs.gov/dhspu                                        |
|          | blic/interweb/assetlibrary/NRP_FullText.pdf](http://www.d |
|          | hs.gov/dhspublic/interweb/assetlibrary/NRP_FullText.pdf). |
+----------+-----------------------------------------------------------+
|          | ## What These Changes Mean to You                         |
+----------+-----------------------------------------------------------+
|          | Depending on your jurisdiction, the changes to the        |
|          | emergency planning requirements may mean little---or a    |
|          | lot. Minimally, the changes mean that your jurisdiction   |
|          | must:                                                     |
|          |                                                           |
|          | -   Use ICS to manage all incidents, including recurring  |
|          |     and/or planned special events.                        |
|          |                                                           |
|          | -   Integrate all response agencies and entities into a   |
|          |     single, seamless system, from the Incident Command    |
|          |     Post, through department Emergency Operations Centers |
|          |     (DEOCs) and local Emergency Operations Centers        |
|          |     (EOCs), through the State EOC to the regional- and    |
|          |     national-level entities.                              |
|          |                                                           |
|          | -   Develop and implement a public information system.    |
|          |                                                           |
|          | -   Identify and type all resources according to          |
|          |     established standards.                                |
|          |                                                           |
|          | -   Ensure that all personnel are trained properly for    |
|          |     the job(s) they perform.                              |
|          |                                                           |
|          | -   Ensure communications interoperability and            |
|          |     redundancy.                                           |
+----------+-----------------------------------------------------------+
|          | Remember that, depending on the cause, size, and          |
|          | complexity of an incident, the number of responders       |
|          | participating can vary widely. Regardless of the          |
|          | circumstances, it is always critical that information is  |
|          | shared and that those responsible for making information  |
|          | public "speak with one voice."                            |
+----------+-----------------------------------------------------------+

+----------+-----------------------------------------------------------+
|          | # Summary and Transition                                  |
+----------+-----------------------------------------------------------+
|          | In this unit, you reviewed various communication media    |
|          | and considered the relationships among the method of      |
|          | delivery, the message, and the target audience. You also  |
|          | applied what you learned to your community's Warning and  |
|          | Communication annexes. In the next unit, you will learn   |
|          | how to identify groups within communities that require    |
|          | different types of communication to meet their needs.     |
|          |                                                           |
|          | Before proceeding to the next unit, take a few minutes to |
|          | complete the Knowledge Check on the next page.            |
+----------+-----------------------------------------------------------+
| ![       | # For More Information                                    |
| ](media/ |                                                           |
| image8.w |                                                           |
| mf){widt |                                                           |
| h="0.809 |                                                           |
| 72222222 |                                                           |
| 22222in" |                                                           |
| height   |                                                           |
| ="0.3368 |                                                           |
| 05555555 |                                                           |
| 5556in"} |                                                           |
+----------+-----------------------------------------------------------+
|          | -   FEMA EMI Course 272: Warning Coordination             |
|          |                                                           |
|          | -   English Online: <http://eleaston.com/english.html>    |
|          |                                                           |
|          | -   Gunning Fog Index:                                    |
|          |     [http://pimacc.pima.edu/\~ddoell/tw                   |
|          | /gfiex.html](http://pimacc.pima.edu/ddoell/tw/gfiex.html) |
|          |                                                           |
|          | -   Guide to Grammar and Writing:                         |
|          |                                                           |
|          | <http://webster.commnet.edu/HP/pages/darling/grammar.htm> |
|          |                                                           |
|          | -   Plain Language Action Network (PLAN):                 |
|          |     [ht                                                   |
|          | tp://www.plainlanguage.gov](http://www.planlanguage.gov/) |
|          |                                                           |
|          | USFA -- Fire Safety Education Resource Directory --       |
|          | DEALING WITH THE MEDIA -- Book/Manual/Guide:              |
|          |                                                           |
|          | -   [www.usfa.fema.gov/fserd/pro_med1_li                  |
|          | st.htm](http://www.usfa.fema.gov/fserd/pro_med1_list.htm) |
|          |                                                           |
|          | -   "Talking About Disaster"                              |
|          |     [w                                                    |
|          | ww.fema.gov/pte/talkdiz](http://www.fema.gov/pte/talkdiz) |
|          |                                                           |
|          | -   "Needed: The Right Information at the Right Time":    |
|          |     [www.annenberg.nwv.edu/pubs/disas/disas5              |
|          | .htm](http://www.annenberg.nwv.edu/pubs/disas/disas5.htm) |
|          |                                                           |
|          | -   National Incident Management System (NIMS):           |
|          |     [www.fema.gov/NIMS](http://www.fema.gov/NIMS)         |
|          |                                                           |
|          | -   National Response Plan (NRP):                         |
|          |     [www.dhs.gov/dhsp                                     |
|          | ublic/interweb/assetlibrary/NRP_FullText.pdf](http://www. |
|          | dhs.gov/dhspublic/interweb/assetlibrary/NRP_FullText.pdf) |
+----------+-----------------------------------------------------------+

+----------+-----------------------------------------------------------+
| ![       | # Knowledge Check                                         |
| ](media/ |                                                           |
| image6.w |                                                           |
| mf){widt |                                                           |
| h="0.719 |                                                           |
| 44444444 |                                                           |
| 44444in" |                                                           |
| height=  |                                                           |
| "0.38958 |                                                           |
| 33333333 |                                                           |
| 3334in"} |                                                           |
+----------+-----------------------------------------------------------+
| *C       |                                                           |
| arefully |                                                           |
| read     |                                                           |
| each     |                                                           |
| question |                                                           |
| and all  |                                                           |
| of the   |                                                           |
| possible |                                                           |
| answers  |                                                           |
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| the most |                                                           |
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| ropriate |                                                           |
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| letter   |                                                           |
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| answer   |                                                           |
| that you |                                                           |
| have*    |                                                           |
| *        |                                                           |
| chosen.* |                                                           |
| *        |                                                           |
| Complete |                                                           |
| all of   |                                                           |
| the      |                                                           |
| q        |                                                           |
| uestions |                                                           |
| without  |                                                           |
| looking  |                                                           |
| at the   |                                                           |
| course   |                                                           |
| ma       |                                                           |
| terial.* |                                                           |
+----------+-----------------------------------------------------------+
| 1        |                                                           |
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|     of   |                                                           |
|     the  |                                                           |
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|     of   |                                                           |
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| nication |                                                           |
|     is   |                                                           |
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| ast]{.un |                                                           |
| derline} |                                                           |
|          |                                                           |
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|     to   |                                                           |
|          |                                                           |
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|     the  |                                                           |
|          |                                                           |
|   public |                                                           |
|     of a |                                                           |
|     c    |                                                           |
| ollapsed |                                                           |
|          |                                                           |
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|          |                                                           |
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| `{=html} |                                                           |
| <!-- --> |                                                           |
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|          |                                                           |
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|          |                                                           |
|  traffic |                                                           |
|          |                                                           |
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|          |                                                           |
| b.  Te   |                                                           |
| levision |                                                           |
|          |                                                           |
| c.       |                                                           |
| Magazine |                                                           |
|          |                                                           |
|  feature |                                                           |
|          |                                                           |
|    story |                                                           |
|          |                                                           |
| d.  Ham  |                                                           |
|          |                                                           |
|    radio |                                                           |
|          |                                                           |
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|     em   |                                                           |
| ergency, |                                                           |
|          |                                                           |
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|     of   |                                                           |
|     the  |                                                           |
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|     is   |                                                           |
|          |                                                           |
|   likely |                                                           |
|     to   |                                                           |
|     be   |                                                           |
|          |                                                           |
|    true? |                                                           |
|          |                                                           |
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| `{=html} |                                                           |
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| a.       |                                                           |
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|     will |                                                           |
|          |                                                           |
|   listen |                                                           |
|     more |                                                           |
|          |                                                           |
|  closely |                                                           |
|          |                                                           |
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|     they |                                                           |
|     need |                                                           |
|     the  |                                                           |
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|          |                                                           |
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|     are  |                                                           |
|          |                                                           |
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| atically |                                                           |
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|     to   |                                                           |
|          |                                                           |
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| ecessary |                                                           |
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| rmation. |                                                           |
|          |                                                           |
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|     are  |                                                           |
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|     and  |                                                           |
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| rmation. |                                                           |
|          |                                                           |
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|     have |                                                           |
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| rmation. |                                                           |
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| minated. |                                                           |
|          |                                                           |
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|          |                                                           |
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|     has  |                                                           |
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|     of   |                                                           |
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|          |                                                           |
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|          |                                                           |
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|          |                                                           |
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|          |                                                           |
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|          |                                                           |
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| Avoid    |                                                           |
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| terstate |                                                           |
| 80       |                                                           |
| between  |                                                           |
| exits 12 |                                                           |
| and 13   |                                                           |
| because  |                                                           |
| of a     |                                                           |
| major    |                                                           |
| a        |                                                           |
| ccident. |                                                           |
| Seek     |                                                           |
| a        |                                                           |
| lternate |                                                           |
| routes   |                                                           |
| to I-80  |                                                           |
| to       |                                                           |
| enable   |                                                           |
| e        |                                                           |
| mergency |                                                           |
| p        |                                                           |
| ersonnel |                                                           |
| to       |                                                           |
| respond. |                                                           |
|          |                                                           |
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|     is a |                                                           |
|          |                                                           |
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|     on   |                                                           |
|          |                                                           |
|    I-80. |                                                           |
|          |                                                           |
| c.  Are  |                                                           |
|     you  |                                                           |
|          |                                                           |
| noticing |                                                           |
|     that |                                                           |
|          |                                                           |
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|     is   |                                                           |
|          |                                                           |
| building |                                                           |
|     on   |                                                           |
|     In   |                                                           |
| terstate |                                                           |
|     80?  |                                                           |
|          |                                                           |
|    There |                                                           |
|     were |                                                           |
|     work |                                                           |
|          |                                                           |
|    crews |                                                           |
|     on   |                                                           |
|     I-80 |                                                           |
|          |                                                           |
|  between |                                                           |
|          |                                                           |
|    exits |                                                           |
|     12   |                                                           |
|     and  |                                                           |
|     13,  |                                                           |
|          |                                                           |
|    which |                                                           |
|          |                                                           |
| required |                                                           |
|     all  |                                                           |
|          |                                                           |
|  traffic |                                                           |
|     to   |                                                           |
|          |                                                           |
|    merge |                                                           |
|     into |                                                           |
|     a    |                                                           |
|          |                                                           |
|   single |                                                           |
|     lane |                                                           |
|     as   |                                                           |
|     it   |                                                           |
|          |                                                           |
|  passed. |                                                           |
|          |                                                           |
|  Traffic |                                                           |
|     has  |                                                           |
|     been |                                                           |
|          |                                                           |
|   backed |                                                           |
|     up   |                                                           |
|     for  |                                                           |
|     an   |                                                           |
|          |                                                           |
|  average |                                                           |
|     of 6 |                                                           |
|          |                                                           |
|    miles |                                                           |
|     all  |                                                           |
|          |                                                           |
| morning. |                                                           |
|     Then |                                                           |
|          |                                                           |
|    there |                                                           |
|     was  |                                                           |
|     a    |                                                           |
|     mult |                                                           |
| iple-car |                                                           |
|          |                                                           |
| accident |                                                           |
|     that |                                                           |
|     was  |                                                           |
|          |                                                           |
| reported |                                                           |
|     by a |                                                           |
|          |                                                           |
|   driver |                                                           |
|     from |                                                           |
|     his  |                                                           |
|          |                                                           |
| cellular |                                                           |
|          |                                                           |
|   phone. |                                                           |
|     The  |                                                           |
|          |                                                           |
|    event |                                                           |
|     is   |                                                           |
|          |                                                           |
|    still |                                                           |
|     un   |                                                           |
| folding. |                                                           |
|          |                                                           |
| d.       |                                                           |
|   Taking |                                                           |
|     a    |                                                           |
| dvantage |                                                           |
|     of   |                                                           |
|          |                                                           |
| matching |                                                           |
|          |                                                           |
|  Federal |                                                           |
|          |                                                           |
|   funds, |                                                           |
|     our  |                                                           |
|     De   |                                                           |
| partment |                                                           |
|     of   |                                                           |
|          |                                                           |
|   Public |                                                           |
|          |                                                           |
|    Works |                                                           |
|     is   |                                                           |
|          |                                                           |
|   making |                                                           |
|     long |                                                           |
|          |                                                           |
|  overdue |                                                           |
|          |                                                           |
|  repairs |                                                           |
|     to   |                                                           |
|          |                                                           |
|    I-80. |                                                           |
|          |                                                           |
|    Local |                                                           |
|     road |                                                           |
|          |                                                           |
|    crews |                                                           |
|     will |                                                           |
|     be   |                                                           |
|     hard |                                                           |
|     at   |                                                           |
|     work |                                                           |
|     this |                                                           |
|          |                                                           |
|    week, |                                                           |
|     i    |                                                           |
| ncluding |                                                           |
|          |                                                           |
|   today. |                                                           |
+----------+-----------------------------------------------------------+

+----------+-----------------------+-----------------------------------+
| ![       | # Knowle              |                                   |
| ](media/ | dge Check (Continued) |                                   |
| image6.w |                       |                                   |
| mf){widt |                       |                                   |
| h="0.719 |                       |                                   |
| 44444444 |                       |                                   |
| 44444in" |                       |                                   |
| height=  |                       |                                   |
| "0.38958 |                       |                                   |
| 33333333 |                       |                                   |
| 3334in"} |                       |                                   |
+----------+-----------------------+-----------------------------------+
| 5.  An   |                       |                                   |
|     e    |                       |                                   |
| ffective |                       |                                   |
|          |                       |                                   |
|  warning |                       |                                   |
|          |                       |                                   |
|  message |                       |                                   |
|     is   |                       |                                   |
|          |                       |                                   |
| designed |                       |                                   |
|     to   |                       |                                   |
|          |                       |                                   |
|   elicit |                       |                                   |
|     a    |                       |                                   |
|          |                       |                                   |
| response |                       |                                   |
|     from |                       |                                   |
|     the  |                       |                                   |
|          |                       |                                   |
|   public |                       |                                   |
|     and  |                       |                                   |
|          |                       |                                   |
| includes |                       |                                   |
|          |                       |                                   |
|    which |                       |                                   |
|     of   |                       |                                   |
|     the  |                       |                                   |
|     f    |                       |                                   |
| ollowing |                       |                                   |
|     com  |                       |                                   |
| ponents? |                       |                                   |
|          |                       |                                   |
| ``       |                       |                                   |
| `{=html} |                       |                                   |
| <!-- --> |                       |                                   |
| ```      |                       |                                   |
| a.       |                       |                                   |
|   Hazard |                       |                                   |
|          |                       |                                   |
| b.  M    |                       |                                   |
| agnitude |                       |                                   |
|          |                       |                                   |
| c.  Li   |                       |                                   |
| kelihood |                       |                                   |
|          |                       |                                   |
| d.  Pr   |                       |                                   |
| otective |                       |                                   |
|          |                       |                                   |
|  actions |                       |                                   |
|          |                       |                                   |
| e.  All  |                       |                                   |
|     of   |                       |                                   |
|     the  |                       |                                   |
|          |                       |                                   |
|    above |                       |                                   |
|          |                       |                                   |
| *Match   |                       |                                   |
| each of  |                       |                                   |
| the      |                       |                                   |
| f        |                       |                                   |
| ollowing |                       |                                   |
| messages |                       |                                   |
| with an  |                       |                                   |
| app      |                       |                                   |
| ropriate |                       |                                   |
| medium   |                       |                                   |
| from the |                       |                                   |
| second   |                       |                                   |
| list.*   |                       |                                   |
+----------+-----------------------+-----------------------------------+
| # [Mess  |                       | # [Media]{.underline}             |
| age]{.un |                       |                                   |
| derline} |                       | \_\_ Classified newspaper ads     |
|          |                       |                                   |
| a.  4:00 |                       | \_\_ Town assembly                |
|     p.m. |                       |                                   |
|          |                       | \_\_ Feature article              |
|    staff |                       |                                   |
|          |                       | \_\_ Fax                          |
|  meeting |                       |                                   |
|          |                       | \_\_ Emergency Alert System       |
| b.       |                       |                                   |
| In-depth |                       |                                   |
|          |                       |                                   |
|   status |                       |                                   |
|     of   |                       |                                   |
|          |                       |                                   |
| recovery |                       |                                   |
|          |                       |                                   |
| c.       |                       |                                   |
|  Tornado |                       |                                   |
|          |                       |                                   |
|  warning |                       |                                   |
|          |                       |                                   |
| d.       |                       |                                   |
|   Foster |                       |                                   |
|          |                       |                                   |
|    homes |                       |                                   |
|          |                       |                                   |
|   needed |                       |                                   |
|     for  |                       |                                   |
|     d    |                       |                                   |
| isplaced |                       |                                   |
|     dogs |                       |                                   |
|          |                       |                                   |
| e.       |                       |                                   |
| Register |                       |                                   |
|     by   |                       |                                   |
|          |                       |                                   |
|    phone |                       |                                   |
|     for  |                       |                                   |
|          |                       |                                   |
| disaster |                       |                                   |
|     as   |                       |                                   |
| sistance |                       |                                   |
+----------+-----------------------+-----------------------------------+
|          |                       |                                   |
+----------+-----------------------+-----------------------------------+

+----------+-----------------------------------------------------------+
| ![](med  | # Knowledge Check (Continued)                             |
| ia/image |                                                           |
| 7.wmf){w |                                                           |
| idth="0. |                                                           |
| 90625in" |                                                           |
| height=  |                                                           |
| "0.30416 |                                                           |
| 66666666 |                                                           |
| 6664in"} |                                                           |
+----------+-----------------------------------------------------------+
|          | 1.  c                                                     |
|          |                                                           |
|          | 2.  d                                                     |
|          |                                                           |
|          | 3.  b                                                     |
|          |                                                           |
|          | 4.  a                                                     |
|          |                                                           |
|          | 5.  e                                                     |
|          |                                                           |
|          | An effective match of message and medium reads: d, e, b,  |
|          | a, c.                                                     |
+----------+-----------------------------------------------------------+

# Job Aid 3.1

# Templates for Written Communications

**Sample business letter:**

July 3, 2001

Mr. John Burgess

The Salvation Army

Bismarck, ND 58501

Dear Mr. Burgess:

The tireless efforts and valuable resources your organization
contributed to our community after the recent flood were remarkable. The
speed with which you fed and provided shelter for the 75 people left
homeless demonstrated the experience and preparation that marks all
Salvation Army operations.

There is no way to thank you enough for your support of Bismarck
residents. However, I hope you will share my gratitude with your staff
and volunteers. We appreciate every one of them.

Again, thank you for your active partnership in Bismarck's emergency
management efforts.

Sincerely yours,

Mary Siebert

Emergency Manager

MS:gn

# Job Aid 3.1

# Templates for Written Communications (Continued)

# 

**Sample EAS Message:**

THE NATIONAL WEATHER SERVICE IN CENTRAL CITY HAS ISSUED A TORNADO
WARNING FOR LIBERTY COUNTY UNTIL 300 PM EDT.

AT 150 PM . . . DOPPLER RADAR INDICATED A POSSIBLE TORNADO IN WESTERN
LIBERTY COUNTY JUST SOUTH OF APPLE VALLEY. AT 205 PM . . . A TORNADO
TOUCHED DOWN NEAR LEWISBURG IN STRAMFORD COUNTY CAUSING CONSIDERABLE
DAMAGE.

THE STORM WAS MOVING NORTHEAST AROUND 30 MPH AND WILL REACH CENTRAL CITY
AT ABOUT 215 PM.

THE SAFEST PLACE TO BE WHEN A TORNADO HITS IS IN A BASEMENT UNDER A
STURDY PIECE OF FURNITURE SUCH AS A WORK BENCH. IF YOU DO NOT HAVE A
BASEMENT . . . GO TO AN INTERIOR ROOM OF YOUR HOME SUCH AS A BATHROOM OR
CLOSET.

# Job Aid 3.1

# Templates for Written Communications (Continued)

**Sample Public Service Announcement:**

**BEWARE OF FRAUD**

Every disaster has its share of con artists trying to take advantage of
disaster victims, so be careful who you let into your home. If your
house was damaged in the (disaster) and someone appears at your door
claiming to be a (type of disaster) official, ask for identification.

Depending on your needs, inspectors from one or more agencies may visit
your home after you have registered for disaster assistance. These
inspectors will be able to show you official ID to prove their identity.
Never let anyone inspect your home without first asking for
identification.

If you want to verify someone's identity, call the Disaster Information
Helpline at 1-800-525-0321 (TDD: 1-800-660-8005 for hearing and speech
impaired), (hours of operation), (days of operation).

Some people may show up at your door and insist that you make expensive
or unnecessary repairs. Others may offer to process your disaster
application for a fee. Remember, disaster inspectors do not recommend
repairs and NEVER charge a fee for any inspection of your home.

\####

# Job Aid 3.1

# Templates for Written Communications (Continued)

**Sample News Release:**

**FOR IMMEDIATE RELEASE**

INFORMATION FROM:

(Emergency Management Office)

(Street Address)

(City, State, Zip)

(Date)

**MEDIA CONTACTS:** (PAO name) (phone)

**RESIDENTS WARNED TO TAKE PRECAUTIONS WHEN**

**RETURNING TO FLOOD DAMAGED HOMES**

**(CITY, STATE)**---Federal and State disaster officials are urging
people returning to flood-damaged homes, apartments, or businesses to
take extra precautions before and during their clean-up efforts.

"The dangers are not over after the water goes down," (SCO NAME) said.
"Flood hazards such as a weakened foundation, exposed wires or
contaminated floodwater are not always obvious and can be potentially
life-threatening if precautions are not taken."

"If, at any time, you are unsure of or feel uncomfortable with a
situation, do not hesitate to ask for help or seek advice from an
expert," (FCO NAME), serving as Federal Coordinating Officer (FCO) for
the disaster recovery, cautioned. "Play it safe."

Disaster officials are urging people to keep these safety tips in mind:

BEFORE ENTERING A BUILDING:

*[Check the outside of the building]{.underline}:* Call the utility
company immediately if you find downed power lines or detect gas leaks.
(Gas leaks will emit an odor of rotten eggs.)

*[Look for external damage]{.underline}:* Examine the foundation for
cracks or other damage. Also examine porch roofs and overhangs to be
sure they still have all their supports. Look for gaps between the steps
and the house.

-more-

# Job Aid 3.1

# Templates for Written Communications (Continued)

page 2

If any supports or portions of the foundation walls are missing or the
ground has washed away, the floor is not safe.

If you see obvious damage, have a building inspector check the house
before you go in.

*[Enter the building carefully]{.underline}:* If the door sticks at the
top it could mean the ceiling is ready to fall. If you force the door
open, stand outside the doorway away from falling debris.

**AFTER ENTERING A BUILDING:**

*[Look before you step]{.underline}:* The ground and floors are covered
with debris including broken bottles and nails. Floors and stairs can be
very slippery.

*[Be alert for gas leaks]{.underline}:* Do not strike a match or use an
open flame when you enter a building unless you know the gas has been
turned off and the area ventilated. Use a flashlight to inspect for
damage.

*[Turn off the electricity]{.underline}:* Even if the power company has
turned off electricity to the area, be sure to disconnect your house's
power supply. Do not use appliances or motors that have gotten wet
unless they have been taken apart, cleaned and dried.

*[Replace exposed wires]{.underline}:* Electrical wires that have been
exposed to salt water are recyclable junk and must be replaced.

*[Watch for animals, especially snakes]{.underline}:* Small animals that
have been flooded out of their homes may seek shelter in yours. Use a
stick to poke and turn items over and scare away small animals.

*[Carbon monoxide exhaust kills]{.underline}:* Use a generator or other
gasoline-powered machine outdoors. The same goes for camping stoves.
Charcoal fumes are deadly; cook with charcoal outdoors.

*[Drain your basement carefully]{.underline}:* Water in the ground puts
pressure on your basement walls and floors. Drain the basement gradually
to minimize further structural damage.

*[Hose the house]{.underline}:* Most of the health hazards brought by a
flood are in the mud and silt that is left after the water drains away.
Shovel out as much mud as possible and hose the house down, inside and
out.

*[Be aware of health hazards]{.underline}:* Flood waters have picked up
sewage and chemicals from roads, farms, factories, and storage
buildings. Many flooded items, such as wallboard and mattresses, will
hold mud and contamination forever. Spoiled food, flooded cosmetics and
medicine are also health hazards. [When in doubt, throw them
out.]{.underline}

\#####

# Job Aid 3.1

# Templates for Written Communications (Continued)

**Sample Incident Fact Sheet:**

**(DATE)**

**INCIDENT PERIOD:** (DATE OF INCIDENT)

**AREAS AFFECTED:** (LIST COUNTIES/TOWNS AFFECTED)

**OFFICE:** (ADDRESS)

**HOURS:** (HOURS)

KEY TELEPHONE NUMBERS:

> COMMERCIAL: xxx-xxx-xxxx
>
> INFO HOTLINE: 800-xxx-xxxx
>
> INFO TDD: 800-660-8005 (for hearing impaired)
>
> FAX: xxx-xxx-xxxx
>
> OFF-DUTY: xxx-xxx-xxxx (NAME, TITLE)
>
> JIC: xxx-xxx-xxxx

KEY PERSONNEL:

> Emergency Manager (Name) (Number)
>
> Operations Officer (Name) (Number)
>
> Planning Officer (Name) (Number)
>
> Logistics Officer (Name) (Number)
>
> Safety Officer (Name) (Number)
>
> Public Affairs Officer (Name) (Number)
>
> Police Chief (Name) (Number)
>
> Fire Chief (Name) (Number)
>
> Public Works Chief (Name) (Number)
>
> Administration Officer (Name) (Number)
>
> Other Key Personnel (List) (Name) (Number)

STATE KEY PERSONNEL:

> Governor's Authorized Representative (Name) (Number)
>
> Alternate GAR (Name) (Number)
>
> State Coordinating Officer (SCO) (Name) (Number)
>
> Alternate SCO (Name) (Number)
>
> Public Assistance Officer (Name) (Number)
>
> Public Information Officer (Name) (Number)
>
> Hazard Mitigation Officer (Name) (Number)
>
> Individual Assistance Officer (Name) (Number)

# Job Aid 3.1

# Templates for Written Communications (Continued)

page 2

OTHER AGENCIES:

> American Red Cross (Name) (Number)
>
> Salvation Army (Name) (Number)
>
> Others (List) (Name) (Number)

\####

# Job Aid 3.1

# Templates for Written Communications (Continued)

**Sample Information Sheet:**

**TIPS TO PROTECT YOURSELF FROM DEBRIS FLOWS (MUDSLIDES)**

As spring approaches, the burned hillsides of (locations) look green and
inviting. But the steep slopes left bare by (last month's) firestorms
are still very susceptible to debris flows, popularly called mudslides
or mud flows. The danger is greatest during rainstorms and the few days
after each rain.

Debris flows are sudden gushes of mud, rocks, tree trunks, and other
debris that break loose from steep slopes and race downhill, sometimes
over long distances. After one surge or wave of a mudslide, more surges
or waves may follow, at intervals of minutes to hours.

The (State emergency service) advises residents and visitors to take the
following safety precautions.

-   Keep an eye on the weather. If it looks like rain, listen to a
    weather report on the radio. Even if it is not raining in the
    foothills, it might be raining hard in the mountains.

> Listen for National Weather Service advisory messages. A flash flood
> **watch** for a particular area means that heavy rains with mud and
> debris flow potential have been predicted for that area. A flash flood
> **warning** means flooding and debris flow are already occurring and
> may continue.

-   Cancel or postpone plans for hiking, biking, or horseback riding if
    it has rained recently or if rain is predicted.

-   Plan ahead:

```{=html}
<!-- -->
```
-   Arrange a meeting place for your family or companions outside your
    neighborhood or outing destination.

-   Plan to wear or carry appropriate clothing and footwear that is
    warm, wetproof, and sturdy.

-   Have an adequate supply of emergency food and water.

-   Have an emergency supply kit that includes a flashlight, spare
    batteries, a portable radio, and potable water. Store the kit in an
    easily accessible and safe area.

-   Purchase flood insurance, if living in an area at risk for flood or
    mudslides.

For more information about flood and mudslide preparedness, as well as
disaster assistance programs, residents are invited to visit the (center
location).

The Center is located at **(address), (city).** It is open **(days),**
from **(hours),** and is a joint effort of the (State emergency
services) and the Federal Emergency Management Agency.

\####

# Job Aid 3.1

# Templates for Written Communications (Continued)

**Sample Checklist:**

**WHAT YOU SHOULD KNOW IF YOU HAVE TO EVACUATE**

In spite of tireless sandbagging efforts by friends and charitable
strangers, the powerful floodwater cannot always be stopped. Some of us
have already evacuated our homes. For others, evacuation is imminent.
Whenever the water wins the battle, there is pain and loss. And by the
time someone is forced to leave, often their energy is depleted and
safety may be threatened. By preparing an evacuation plan in advance,
flood victims can ensure that necessities are packed and the route is
planned.

If possible, gather important family documents and place them in a
waterproof, portable container. Examples of documents you may save
include:

-   Insurance policies, wills, contracts, deeds, stock certificates and
    bonds

-   Passports, social security cards, immunization records

-   Bank account numbers, safe deposit box information

-   Credit card account numbers and companies

-   Inventory of valuable household goods, important telephone numbers

-   Family records (birth, marriage, death certificates)

-   Valuable photographs

Here is a checklist of what you should have ready before you are forced
to leave:

-   Battery operated radio and spare batteries

-   Flashlight and extra batteries

-   First aid kit and manual

-   Three-day supply of nonperishable foods and water (one gallon per
    day per person)

-   Essential prescription and nonprescription medicines

-   Mess kit (or paper plates, cups, and plastic utensils)

-   Baby supplies such as formula, bottle, diapers, powdered milk and
    medications

-   Nonelectric can opener

-   All purpose knife

-   Toilet paper

-   Soap, liquid detergent

-   Feminine supplies

-   Personal hygiene items

-   Contact lenses, solution, and extra eyeglasses

-   Denture supplies

-   Complete change of clothing and footwear for each household member

-   Sturdy shoes or work boots

-   Rain gear

-more-

# Job Aid 3.1

# Templates for Written Communications (Continued)

page 2

-   Cash or traveler's checks, change

-   Whistle

-   Entertainment---books, games, journal

It is important to map your evacuation route before the time comes.
Identify your evacuation destination (nearest shelter, relative's home,
etc.) and plan to triple the travel time to account for traffic and road
conditions.

These ideas are part of a 56-page booklet named "Repairing Your Flooded
Home". Published jointly by the Federal Emergency Management Agency
(FEMA) and the American Red Cross, copies are available free at all
disaster application centers. Copies can also be obtained by writing to
FEMA Publications, P.O. Box 70274, Washington, DC 20024.

\####

  -------------- --------------------------------------------------------
                 

                 **Unit 4: Identifying Community-Specific Communications
                 Issues**
  -------------- --------------------------------------------------------

+----------+-----------------------------------------------------------+
|          | # Introduction                                            |
+----------+-----------------------------------------------------------+
|          | So far in this course, you have learned basic             |
|          | communications skills and how communicating in an         |
|          | emergency is different from communicating day-to-day. But |
|          | have you considered that some people in your community    |
|          | may have specific communications needs that may require   |
|          | you to change the way you communicate with them in an     |
|          | emergency? In this unit, you will learn about why         |
|          | traditional messages don't always work across cultures or |
|          | with special-needs groups.                                |
+----------+-----------------------------------------------------------+
|          | # Unit 4 Objectives                                       |
+----------+-----------------------------------------------------------+
|          | After completing this unit, you should be able to:        |
|          |                                                           |
|          | -   Identify potential verbal and nonverbal communication |
|          |     issues related to age, culture, language, or          |
|          |     disability.                                           |
|          |                                                           |
|          | -   Analyze your community to identify groups requiring   |
|          |     special consideration when preparing and delivering   |
|          |     emergency communication.                              |
|          |                                                           |
|          | -   Develop a strategy for refocusing your emergency      |
|          |     communication to meet the special needs of the        |
|          |     community.                                            |
+----------+-----------------------------------------------------------+
|          | # Why Traditional Messages Don't Always Work              |
+----------+-----------------------------------------------------------+
|          | To illustrate how cultures shape behavior, read the short |
|          | case study on the following page. Then, try to analyze    |
|          | what you think occurred.                                  |
+----------+-----------------------------------------------------------+

+----------+-----------------------------------------------------------+
| ![       | # Case Study 4.1: Town Meeting                            |
| ](media/ |                                                           |
| image9.w |                                                           |
| mf){widt |                                                           |
| h="0.859 |                                                           |
| 02777777 |                                                           |
| 77777in" |                                                           |
| height=  |                                                           |
| "0.25972 |                                                           |
| 22222222 |                                                           |
| 2224in"} |                                                           |
+----------+-----------------------------------------------------------+

Your community has a large population of immigrants and their
descendants from India. As part of a community preparedness campaign,
you have been asked to speak at a town meeting about how to be prepared
for extreme temperatures.

On the evening of your talk, you arrive early to check out the audience
and notice that a large percentage is Indian. As you begin your talk,
you notice that the Indian members of the audience are slowly shaking
their heads back and forth sideways. You don't understand why they don't
understand your message because the others in the audience are obviously
engaged.

+----------+-----------------------------------------------------------+
| ![](med  | # Case Study 4.1: Town Meeting (Continued)                |
| ia/image |                                                           |
| 7.wmf){w |                                                           |
| idth="0. |                                                           |
| 90625in" |                                                           |
| height=  |                                                           |
| "0.30416 |                                                           |
| 66666666 |                                                           |
| 6664in"} |                                                           |
+----------+-----------------------------------------------------------+

## Answers to Case Study

[What happened during your talk]{.underline}?

Were the Indian members of the audience not listening? Did they not
understand? Did they disagree?

Slowly shaking one's head back and forth sideways does not always mean
"no." Rather, it signals "I'm listening" in parts of India. The Indian
members of your audience were paying every bit as much attention to your
message as others.

+----------+-----------------------------------------------------------+
|          | # Why Traditional Messages Don't Always Work (Continued)  |
+----------+-----------------------------------------------------------+
|          | We in America have strong cultural traditions based on    |
|          | the influence of the Western Europeans who originally     |
|          | established our government. Whether we realize it or      |
|          | not---and we often don't---these traditions shape the way |
|          | we interact with other people. As our country has         |
|          | evolved, however, our population has experienced a huge   |
|          | influx of immigrants who have brought their languages,    |
|          | cultures, and traditions to the United States. Today,     |
|          | America hardly resembles the country that the Founding    |
|          | Fathers envisioned more than two centuries ago.           |
|          |                                                           |
|          | We are older and more diverse. We are more accepting of   |
|          | others whose languages, cultures, and traditions are      |
|          | different from ours. And we recognize the inherent value  |
|          | of all Americans, regardless of culture, age, or          |
|          | disability.                                               |
+----------+-----------------------------------------------------------+
|          | As you saw from the case study, cultural differences      |
|          | reflect internal beliefs and thought patterns that cause  |
|          | people to react differently to the same situation.        |
|          |                                                           |
|          | Cultural issues aren't your only considerations when      |
|          | communicating. Differences in age and sex, the presence   |
|          | of a disabling condition---and even the part of the       |
|          | country you live in---can affect how you communicate.     |
|          |                                                           |
|          | To a large extent, the misunderstandings that occur       |
|          | involving people from different cultures have nothing to  |
|          | do with what they said---it's how they said it, what they |
|          | did when they said it, or even who they said it to.       |
+----------+-----------------------------------------------------------+

+----------+-----------------------------------------------------------+
| ![       | # Activity: Analyzing Community-Specific Needs            |
| ](media/ |                                                           |
| image3.w |                                                           |
| mf){widt |                                                           |
| h="0.479 |                                                           |
| 86111111 |                                                           |
| 11111in" |                                                           |
| height   |                                                           |
| ="0.3611 |                                                           |
| 11111111 |                                                           |
| 1111in"} |                                                           |
+----------+-----------------------------------------------------------+
|          | *Take some time to analyze your community's special       |
|          | communications needs. Use the worksheet below and on the  |
|          | next page to help you organize your analysis.*            |
+----------+-----------------------------------------------------------+
|          | 1.  What ethnic communities/cultural groups are           |
|          |     represented in your community?                        |
|          |                                                           |
|          | 2.  Where are these groups located?                       |
|          |                                                           |
|          | 3.  Does your community include large percentages of:     |
|          |                                                           |
|          | -   Non-English speakers?                                 |
|          |                                                           |
|          | -   Elderly?                                              |
|          |                                                           |
|          | -   Disabled?                                             |
|          |                                                           |
|          | -   Other special-needs groups?                           |
|          |                                                           |
|          | 4.  Where are these groups located?                       |
+----------+-----------------------------------------------------------+

+----------+-----------------------------------------------------------+
|          | #                                                         |
|          |  Activity: Analyzing Community-Specific Needs (Continued) |
+----------+-----------------------------------------------------------+
|          | 5.  What are the implications for these groups in         |
|          |     communication during:                                 |
|          |                                                           |
|          | -   Public information?                                   |
|          |                                                           |
|          | -   Emergency communications?                             |
|          |                                                           |
|          | 6.  Where can you find additional information about each  |
|          |     of these groups that can help you plan your           |
|          |     communications with them?                             |
+----------+-----------------------------------------------------------+

+----------+-----------------------------------------------------------+
|          | #                                                         |
|          |  How To Recognize When a Message Isn't Being Communicated |
+----------+-----------------------------------------------------------+
|          | How can you tell when your message is not being           |
|          | communicated? It's not realistic to become an expert on   |
|          | every culture that you may encounter. However, it *is*    |
|          | reasonable for you to learn about the populations who     |
|          | make up major parts of your community.                    |
+----------+-----------------------------------------------------------+
| ![       | Take the time to learn the basic customs of the ethnic    |
| ](media/ | groups in your community. The tips below may help your    |
| image5.w | learning process.                                         |
| mf){widt |                                                           |
| h="0.659 | -   Many communities sponsor special days on which the    |
| 02777777 |     various cultures represented in the community can     |
| 77778in" |     share their food, artwork, and other entertainment    |
| hei      |     with their neighbors. Take the time to attend these   |
| ght="0.4 |     events. Pay careful attention to what you see and     |
| 8125in"} |     hear.                                                 |
|          |                                                           |
|          | -   Talk to the leaders of the cultural groups in your    |
|          |     community. You will find that most will be pleased    |
|          |     that you care enough to make the effort and will be   |
|          |     very willing to share key attributes of their culture |
|          |     with you.                                             |
|          |                                                           |
|          | -   Read news articles about the groups represented in    |
|          |     your community. Frequently, these articles can        |
|          |     provide good insight into the people and the          |
|          |     behaviors that are part of their cultures. (This      |
|          |     strategy is especially helpful when you are new to a  |
|          |     community or are from a different part of the         |
|          |     country.)                                             |
|          |                                                           |
|          | Making yourself aware of key cultural and other           |
|          | differences that you will need to address during an       |
|          | emergency will help you learn what to expect of the       |
|          | groups and whether your message is being communicated.    |
|          |                                                           |
|          | So what do you do "in the moment" to determine whether    |
|          | your message is being communicated? You might find some   |
|          | of the tips below helpful.                                |
+----------+-----------------------------------------------------------+
| ![       | -   Be sensitive to "puzzled" looks from your audience.   |
| ](media/ |     Nearly all people of all cultures show it on their    |
| image5.w |     faces when they don't understand.                     |
| mf){widt |                                                           |
| h="0.659 | -   Look for changes in body language.                    |
| 02777777 |                                                           |
| 77778in" |                                                           |
| hei      |                                                           |
| ght="0.4 |                                                           |
| 8125in"} |                                                           |
+----------+-----------------------------------------------------------+

+----------+-----------------------------------------------------------+
| ![       | # Case Study 4.2: What Did I Do Wrong?                    |
| ](media/ |                                                           |
| image9.w |                                                           |
| mf){widt |                                                           |
| h="0.859 |                                                           |
| 02777777 |                                                           |
| 77777in" |                                                           |
| height=  |                                                           |
| "0.25972 |                                                           |
| 22222222 |                                                           |
| 2224in"} |                                                           |
+----------+-----------------------------------------------------------+
|          | *Read the case study below. Then, analyze the case to     |
|          | determine what went wrong.*                               |
+----------+-----------------------------------------------------------+

You are the assistant emergency planner in a small Midwestern town. As
this is your first job out of college, you are excited about being able
to help your community in its preparedness efforts.

One of your first responsibilities involved touring a local nursing home
and assisting the administrator, Mrs. Jones, with the facility's
evacuation plan. Your call to schedule an appointment with Mrs. Jones
went well, and you arrive just a few minutes after your appointment
time. Mrs. Jones keeps you waiting for 10 minutes more before seeing
you.

After exchanging initial pleasantries, Mrs. Jones, who appears to be in
her early sixties, takes you on a tour of the facility and introduces
you to the residents that you meet along the way. As Mrs. Jones
introduces you, she takes time to chat with the residents, whom she
addresses by first name. Following her lead, you chat briefly with the
residents, also addressing them by first name. For the remainder of the
tour, you notice that Mrs. Jones has little to say, but that doesn't
bother you. It gives you time to think about how the facility can
rewrite its evacuation plan.

By the time that you finish your tour, you are very excited because of
all the ideas you have for helping with the evacuation plan. When you
return to Mrs. Jones's office, you immediately begin telling Mrs. Jones
the improvements you have in mind. Imagine your surprise when the look
she gives you stops you in your tracks.

+----------+-----------------------------------------------------------+
| ![](med  | # Case Study 4.2: What Did I Do Wrong?                    |
| ia/image |                                                           |
| 7.wmf){w |                                                           |
| idth="0. |                                                           |
| 90625in" |                                                           |
| height=  |                                                           |
| "0.30416 |                                                           |
| 66666666 |                                                           |
| 6664in"} |                                                           |
+----------+-----------------------------------------------------------+
| #        |                                                           |
| #######  |                                                           |
|          |                                                           |
| *        |                                                           |
| *Answers |                                                           |
| to Case  |                                                           |
| Study**  |                                                           |
|          |                                                           |
| [What    |                                                           |
| might    |                                                           |
| you have |                                                           |
| done to  |                                                           |
| turn     |                                                           |
| Mrs.     |                                                           |
| Jones    |                                                           |
| o        |                                                           |
| ff]{.und |                                                           |
| erline}? |                                                           |
|          |                                                           |
| While    |                                                           |
| there    |                                                           |
| are no   |                                                           |
| de       |                                                           |
| finitive |                                                           |
| answers  |                                                           |
| provided |                                                           |
| in the   |                                                           |
| case     |                                                           |
| study,   |                                                           |
| some     |                                                           |
| points   |                                                           |
| you      |                                                           |
| might    |                                                           |
| consider |                                                           |
| are:     |                                                           |
|          |                                                           |
| -   You  |                                                           |
|     may  |                                                           |
|     have |                                                           |
|          |                                                           |
|   gotten |                                                           |
|     off  |                                                           |
|     on   |                                                           |
|     the  |                                                           |
|          |                                                           |
|    wrong |                                                           |
|     foot |                                                           |
|     by   |                                                           |
|          |                                                           |
|    being |                                                           |
|     late |                                                           |
|     for  |                                                           |
|     the  |                                                           |
|     appo |                                                           |
| intment. |                                                           |
|     Some |                                                           |
|          |                                                           |
|   people |                                                           |
|     view |                                                           |
|     pun  |                                                           |
| ctuality |                                                           |
|     as a |                                                           |
|     sign |                                                           |
|     of   |                                                           |
|          |                                                           |
|  respect |                                                           |
|     for  |                                                           |
|          |                                                           |
|    their |                                                           |
|          |                                                           |
|    time. |                                                           |
|     The  |                                                           |
|     fact |                                                           |
|     that |                                                           |
|     Mrs. |                                                           |
|          |                                                           |
|    Jones |                                                           |
|     kept |                                                           |
|     you  |                                                           |
|          |                                                           |
|  waiting |                                                           |
|     for  |                                                           |
|     10   |                                                           |
|          |                                                           |
|  minutes |                                                           |
|          |                                                           |
|    might |                                                           |
|          |                                                           |
| indicate |                                                           |
|     a    |                                                           |
|     las  |                                                           |
| t-minute |                                                           |
|          |                                                           |
|    phone |                                                           |
|     c    |                                                           |
| all---or |                                                           |
|     it   |                                                           |
|          |                                                           |
|    might |                                                           |
|          |                                                           |
| indicate |                                                           |
|     her  |                                                           |
|     ir   |                                                           |
| ritation |                                                           |
|     with |                                                           |
|     the  |                                                           |
|     fact |                                                           |
|     that |                                                           |
|     you  |                                                           |
|     were |                                                           |
|          |                                                           |
|   tardy. |                                                           |
|          |                                                           |
| -        |                                                           |
|    There |                                                           |
|     is   |                                                           |
|          |                                                           |
|    quite |                                                           |
|     an   |                                                           |
|     age  |                                                           |
|     di   |                                                           |
| fference |                                                           |
|          |                                                           |
|  between |                                                           |
|     Mrs. |                                                           |
|          |                                                           |
|    Jones |                                                           |
|     and  |                                                           |
|     y    |                                                           |
| ou---and |                                                           |
|     an   |                                                           |
|     even |                                                           |
|          |                                                           |
|  greater |                                                           |
|     age  |                                                           |
|     di   |                                                           |
| fference |                                                           |
|          |                                                           |
|  between |                                                           |
|     the  |                                                           |
|     r    |                                                           |
| esidents |                                                           |
|     and  |                                                           |
|     you. |                                                           |
|     R    |                                                           |
| eferring |                                                           |
|     to   |                                                           |
|     the  |                                                           |
|     r    |                                                           |
| esidents |                                                           |
|     by   |                                                           |
|          |                                                           |
|    their |                                                           |
|          |                                                           |
|    first |                                                           |
|          |                                                           |
|    names |                                                           |
|     was  |                                                           |
|          |                                                           |
| probably |                                                           |
|     a    |                                                           |
|          |                                                           |
| mistake, |                                                           |
|          |                                                           |
|    which |                                                           |
|     Mrs. |                                                           |
|          |                                                           |
|    Jones |                                                           |
|     took |                                                           |
|     as a |                                                           |
|     sign |                                                           |
|     of   |                                                           |
|     dis  |                                                           |
| respect. |                                                           |
|     Her  |                                                           |
|          |                                                           |
|    quiet |                                                           |
|          |                                                           |
| attitude |                                                           |
|     f    |                                                           |
| ollowing |                                                           |
|     your |                                                           |
|     di   |                                                           |
| scussion |                                                           |
|     with |                                                           |
|     the  |                                                           |
|     r    |                                                           |
| esidents |                                                           |
|          |                                                           |
|    might |                                                           |
|     very |                                                           |
|     well |                                                           |
|     have |                                                           |
|     i    |                                                           |
| ndicated |                                                           |
|     her  |                                                           |
|     an   |                                                           |
| noyance. |                                                           |
|          |                                                           |
| -   You  |                                                           |
|          |                                                           |
| probably |                                                           |
|     also |                                                           |
|     made |                                                           |
|     a    |                                                           |
|          |                                                           |
|  mistake |                                                           |
|     by   |                                                           |
|          |                                                           |
| starting |                                                           |
|     on   |                                                           |
|          |                                                           |
|   "impro |                                                           |
| vements" |                                                           |
|     imm  |                                                           |
| ediately |                                                           |
|     upon |                                                           |
|     r    |                                                           |
| eturning |                                                           |
|     to   |                                                           |
|     Mrs. |                                                           |
|          |                                                           |
|  Jones's |                                                           |
|          |                                                           |
|   office |                                                           |
|          |                                                           |
|  without |                                                           |
|          |                                                           |
| thanking |                                                           |
|     her  |                                                           |
|     for  |                                                           |
|          |                                                           |
|  showing |                                                           |
|     you  |                                                           |
|          |                                                           |
|  around, |                                                           |
|          |                                                           |
|    compl |                                                           |
| imenting |                                                           |
|     her  |                                                           |
|     on   |                                                           |
|     the  |                                                           |
|     f    |                                                           |
| acility, |                                                           |
|     or   |                                                           |
|     even |                                                           |
|          |                                                           |
|    ackno |                                                           |
| wledging |                                                           |
|     the  |                                                           |
|     s    |                                                           |
| trengths |                                                           |
|     of   |                                                           |
|     the  |                                                           |
|          |                                                           |
| existing |                                                           |
|          |                                                           |
| facility |                                                           |
|          |                                                           |
|    plan. |                                                           |
+----------+-----------------------------------------------------------+

+----------+-----------------------------------------------------------+
|          | # Improving Communications With the Community             |
+----------+-----------------------------------------------------------+
|          | It is critical that you take into account cultural        |
|          | differences when addressing communications across         |
|          | cultures or to those with special needs. The tips listed  |
|          | below will get you started.                               |
+----------+-----------------------------------------------------------+
| ![       | -   [Don't assume sameness]{.underline}. It is important  |
| ](media/ |     that you not assume that everyone thinks and reacts   |
| image5.w |     the same way you would to a situation. When           |
| mf){widt |     confronted by a response that you don't expect, ask   |
| h="0.659 |     yourself: Could this response be culturally           |
| 02777777 |     based---or could the response be based on age, sex,   |
| 77778in" |     or other special need?                                |
| hei      |                                                           |
| ght="0.4 | -   [Don't assume that you understand what the other      |
| 8125in"} |     person means]{.underline}. Be aware of customs and    |
|          |     other communications that are different from what is  |
|          |     traditional in the United States.                     |
|          |                                                           |
|          | -   [Don't inadvertently cause the behavior]{.underline}. |
|          |     Ask yourself: Did I do anything that may have caused  |
|          |     the individual's or group's reaction? (For example,   |
|          |     common hand signals used to motion an individual to   |
|          |     come toward you may be seen as a rude gesture in some |
|          |     countries.) Watch for cues that would indicate that   |
|          |     your behaviors or statements inadvertently were seen  |
|          |     as threatening or insensitive. If you think there     |
|          |     could be possibly be a misunderstanding, assume       |
|          |     responsibility and regroup.                           |
+----------+-----------------------------------------------------------+

+----------+-----------------------------------------------------------+
| ![       | # Activity: Personal Improvement Goals                    |
| ](media/ |                                                           |
| image3.w |                                                           |
| mf){widt |                                                           |
| h="0.479 |                                                           |
| 86111111 |                                                           |
| 11111in" |                                                           |
| height   |                                                           |
| ="0.3611 |                                                           |
| 11111111 |                                                           |
| 1111in"} |                                                           |
+----------+-----------------------------------------------------------+
|          | *Think about the special communication needs that you     |
|          | identified in the previous activity. Select one or more   |
|          | groups from the list. Then, using the space provided      |
|          | below, list five things that you can change to improve    |
|          | your next communication with the group(s) you selected.*  |
+----------+-----------------------------------------------------------+
|          | **Group:**                                                |
|          |                                                           |
|          | **Changes I can make to improve communication:**          |
+----------+-----------------------------------------------------------+

+----------+-----------------------------------------------------------+
|          | # Summary and Transition                                  |
+----------+-----------------------------------------------------------+
|          | In this unit, you have learned some of the                |
|          | community-specific issues that can affect your day-to-day |
|          | and emergency communications. You have also identified    |
|          | some of the specific communications needs in your         |
|          | community and identified how you can change what you do   |
|          | to communicate better with those groups.                  |
|          |                                                           |
|          | In the next unit, you will learn how the various          |
|          | technologies that are available can help you communicate. |
+----------+-----------------------------------------------------------+
| ![       | # For More Information                                    |
| ](media/ |                                                           |
| image8.w |                                                           |
| mf){widt |                                                           |
| h="0.809 |                                                           |
| 72222222 |                                                           |
| 22222in" |                                                           |
| height   |                                                           |
| ="0.3368 |                                                           |
| 05555555 |                                                           |
| 5556in"} |                                                           |
+----------+-----------------------------------------------------------+
|          | -   Online tutorial: Cultural Issues in Business          |
|          |     Communication:                                        |
|          |     <http://www.bena.com/ewinters/OnlineTutorial.html>    |
|          |                                                           |
|          | -   AMPU Guide: Common Cross-cultural Communication       |
|          |     Challenges:                                           |
|          |     <http://www.wwcd.org/action/ampu/crosscult.html>      |
|          |                                                           |
|          | -   Cross-cultural Communication:                         |
|          |     <http://expert.cc.purdue.edu/~qguo/crossculture.html> |
|          |                                                           |
|          | -   Cross-cultural, Online Resources:                     |
|          |     <http://www.prov.co.jp/resources.html>                |
|          |                                                           |
|          | -   Online Language Translator:                           |
|          |     [http://                                              |
|          | babelfish.altavista.com](http://babelfish.altavista.com/) |
|          |                                                           |
|          | -   "Communicating With and About People With             |
|          |     Disabilities":                                        |
|          |                                                           |
|          |   <http://dol.gov/dol/odep/public/pubs/fact/comucate.htm> |
+----------+-----------------------------------------------------------+

+----------+-----------------------------------------------------------+
| ![       | # Knowledge Check                                         |
| ](media/ |                                                           |
| image6.w |                                                           |
| mf){widt |                                                           |
| h="0.719 |                                                           |
| 44444444 |                                                           |
| 44444in" |                                                           |
| height=  |                                                           |
| "0.38958 |                                                           |
| 33333333 |                                                           |
| 3334in"} |                                                           |
+----------+-----------------------------------------------------------+
| *C       |                                                           |
| arefully |                                                           |
| read     |                                                           |
| each     |                                                           |
| question |                                                           |
| and all  |                                                           |
| of the   |                                                           |
| possible |                                                           |
| answers  |                                                           |
| before   |                                                           |
| s        |                                                           |
| electing |                                                           |
| the most |                                                           |
| app      |                                                           |
| ropriate |                                                           |
| response |                                                           |
| for each |                                                           |
| test     |                                                           |
| item.    |                                                           |
| Circle   |                                                           |
| the      |                                                           |
| letter   |                                                           |
| corre    |                                                           |
| sponding |                                                           |
| to the   |                                                           |
| answer   |                                                           |
| that you |                                                           |
| have     |                                                           |
| chosen.  |                                                           |
| Complete |                                                           |
| all of   |                                                           |
| the      |                                                           |
| q        |                                                           |
| uestions |                                                           |
| without  |                                                           |
| looking  |                                                           |
| at the   |                                                           |
| course   |                                                           |
| ma       |                                                           |
| terial.* |                                                           |
+----------+-----------------------------------------------------------+
| 1        |                                                           |
| .  Which |                                                           |
|     s    |                                                           |
| tatement |                                                           |
|     is   |                                                           |
|          |                                                           |
|    true? |                                                           |
|          |                                                           |
| ``       |                                                           |
| `{=html} |                                                           |
| <!-- --> |                                                           |
| ```      |                                                           |
| a.  All  |                                                           |
|          |                                                           |
|   people |                                                           |
|     who  |                                                           |
|     live |                                                           |
|     in   |                                                           |
|     the  |                                                           |
|          |                                                           |
|   United |                                                           |
|          |                                                           |
|   States |                                                           |
|     com  |                                                           |
| municate |                                                           |
|     in   |                                                           |
|     the  |                                                           |
|     same |                                                           |
|     way. |                                                           |
|          |                                                           |
| b.       |                                                           |
| Gestures |                                                           |
|     that |                                                           |
|     A    |                                                           |
| mericans |                                                           |
|     take |                                                           |
|     for  |                                                           |
|          |                                                           |
|  granted |                                                           |
|     can  |                                                           |
|     be   |                                                           |
|     o    |                                                           |
| ffensive |                                                           |
|     to   |                                                           |
|          |                                                           |
|  others. |                                                           |
|          |                                                           |
| c        |                                                           |
| .  Commu |                                                           |
| nication |                                                           |
|     is   |                                                           |
|     not  |                                                           |
|          |                                                           |
| affected |                                                           |
|     by   |                                                           |
|     ge   |                                                           |
| ographic |                                                           |
|     area |                                                           |
|     of   |                                                           |
|     the  |                                                           |
|          |                                                           |
| country. |                                                           |
|          |                                                           |
| d.  E    |                                                           |
| mergency |                                                           |
|          |                                                           |
| managers |                                                           |
|     only |                                                           |
|     need |                                                           |
|     to   |                                                           |
|     be   |                                                           |
|     c    |                                                           |
| oncerned |                                                           |
|     with |                                                           |
|          |                                                           |
|   cross- |                                                           |
| cultural |                                                           |
|          |                                                           |
|   commun |                                                           |
| ication. |                                                           |
|          |                                                           |
| ``       |                                                           |
| `{=html} |                                                           |
| <!-- --> |                                                           |
| ```      |                                                           |
| 2.  Our  |                                                           |
|          |                                                           |
| cultural |                                                           |
|     tra  |                                                           |
| ditions: |                                                           |
|          |                                                           |
| ``       |                                                           |
| `{=html} |                                                           |
| <!-- --> |                                                           |
| ```      |                                                           |
| a.  Have |                                                           |
|     no   |                                                           |
|          |                                                           |
|  bearing |                                                           |
|     on   |                                                           |
|     how  |                                                           |
|     we   |                                                           |
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+----------+-----------------------------------------------------------+

+----------+-----------------------------------------------------------+
| ![](med  | # Knowledge Check (Continued)                             |
| ia/image |                                                           |
| 7.wmf){w |                                                           |
| idth="0. |                                                           |
| 90625in" |                                                           |
| height=  |                                                           |
| "0.30416 |                                                           |
| 66666666 |                                                           |
| 6664in"} |                                                           |
+----------+-----------------------------------------------------------+
|          | 1.  b                                                     |
|          |                                                           |
|          | 2.  c                                                     |
|          |                                                           |
|          | 3.  a                                                     |
|          |                                                           |
|          | 4.  a                                                     |
|          |                                                           |
|          | 5.  d                                                     |
+----------+-----------------------------------------------------------+

  -------------- --------------------------------------------------------
                 

                 **Unit 5: Using Technology as a Communication Tool**
  -------------- --------------------------------------------------------

+----------+-----------------------------------------------------------+
|          | # Introduction                                            |
+----------+-----------------------------------------------------------+
|          | Technology can assist you in meeting your communication   |
|          | goals. On the other hand, choosing the wrong technology   |
|          | can interfere with your message. In this unit, you will   |
|          | learn:                                                    |
|          |                                                           |
|          | -   How and when technology can assist you with           |
|          |     communication.                                        |
|          |                                                           |
|          | -   Appropriate and inappropriate uses of e-mail, the     |
|          |     Internet, and other technologies.                     |
|          |                                                           |
|          | -   How to select the best mix of high- and low-tech      |
|          |     media.                                                |
+----------+-----------------------------------------------------------+
|          | # Technology as a Tool                                    |
+----------+-----------------------------------------------------------+
|          | Selecting the best technology to support your message     |
|          | maximizes its impact. Selecting a different technology,   |
|          | however, is rarely the solution to a communication        |
|          | problem. Also, certainly, there is no correlation between |
|          | the complexity of the technology and the effectiveness of |
|          | the communication.                                        |
|          |                                                           |
|          | A table listing various communication technologies, their |
|          | appropriate purposes and audiences, and tips and cautions |
|          | for their use is shown on the following pages.            |
+----------+-----------------------------------------------------------+

+----------+----+-------------------------+---------------------------+
|          | #  |                         |                           |
|          | Te |                         |                           |
|          | ch |                         |                           |
|          | no |                         |                           |
|          | lo |                         |                           |
|          | gy |                         |                           |
|          |  a |                         |                           |
|          | s  |                         |                           |
|          | a  |                         |                           |
|          | To |                         |                           |
|          | ol |                         |                           |
|          |  ( |                         |                           |
|          | Co |                         |                           |
|          | nt |                         |                           |
|          | in |                         |                           |
|          | ue |                         |                           |
|          | d) |                         |                           |
+----------+----+-------------------------+---------------------------+
| # Tec    |    |                         |                           |
| hnologie |    |                         |                           |
| s That C |    |                         |                           |
| an Suppo |    |                         |                           |
| rt Commu |    |                         |                           |
| nication |    |                         |                           |
+----------+----+-------------------------+---------------------------+
| **Tech   |    | **Used To. . .**        | **Audience                |
| nology** |    |                         | Characteristics**         |
+----------+----+-------------------------+---------------------------+
| T        |    | -   Communicate         | -   Limited in number     |
| elephone |    |     immediately         |                           |
|          |    |                         | -   Identified            |
|          |    | -   Communicate among   |                           |
|          |    |     people at different |                           |
|          |    |     locations           |                           |
|          |    |                         |                           |
|          |    | -   Convey private      |                           |
|          |    |     information         |                           |
+----------+----+-------------------------+---------------------------+
| Te       |    | -   Provide             | -   Hearing-impaired      |
| lecommun |    |     information,        |                           |
| ications |    |     registration, or    |                           |
| Device   |    |     hotline numbers     |                           |
| for the  |    |                         |                           |
| Deaf     |    |                         |                           |
| (TDD)    |    |                         |                           |
+----------+----+-------------------------+---------------------------+
| Radio    |    | -   Communicate         | -   Limited in number     |
|          |    |     immediately         |                           |
|          |    |                         | -   Identified            |
|          |    | -   Relay information   |                           |
|          |    |     to, from, or among  | -   Equipped with radios  |
|          |    |     emergency           |                           |
|          |    |     responders          |                           |
+----------+----+-------------------------+---------------------------+
| Fax      |    | -   Transmit emergency  | -   Identified            |
|          |    |     information         |                           |
|          |    |                         | -   On-site to receive    |
|          |    | -   Transmit detailed   |     message               |
|          |    |     or reference        |                           |
|          |    |     information         |                           |
|          |    |                         |                           |
|          |    | -   Transmit maps and   |                           |
|          |    |     other visuals       |                           |
|          |    |                         |                           |
|          |    | -   Provide a hard copy |                           |
|          |    |     of information for  |                           |
|          |    |     documentation or    |                           |
|          |    |     future reference    |                           |
+----------+----+-------------------------+---------------------------+
| E-mail   |    | -   Provide an          | -   Limited               |
|          |    |     individual or a     |                           |
|          |    |     homogeneous group   | -   Identified            |
|          |    |     with a single       |                           |
|          |    |     message             | -   Recipients share a    |
|          |    |                         |     common language       |
|          |    |                         |                           |
|          |    |                         | -   Sometimes limited to  |
|          |    |                         |     "subscribers"         |
+----------+----+-------------------------+---------------------------+
| Mi       |    | -   Communicate with a  | -   Assembled group of    |
| crophone |    |     group               |     any size              |
| and      |    |                         |                           |
| Overhead |    | -   Reinforce verbal    |                           |
| Pr       |    |     message with maps   |                           |
| ojection |    |     or other graphics   |                           |
| E        |    |                         |                           |
| quipment |    |                         |                           |
+----------+----+-------------------------+---------------------------+
| Public   |    | -   Communicate with    | -   Specific, limited     |
| Address  |    |     the public when     |     geographic area       |
| System   |    |     other forms of      |                           |
| (mobile) |    |     communication are   |                           |
|          |    |     not available or    |                           |
|          |    |     are not working     |                           |
+----------+----+-------------------------+---------------------------+
| E        |    | -   Provide an          | -   Identified geographic |
| mergency |    |     emergency warning   |     area                  |
| Alert    |    |     message when a      |                           |
| System   |    |     larger-scale        |                           |
| (EAS)    |    |     emergency is        |                           |
|          |    |     imminent            |                           |
+----------+----+-------------------------+---------------------------+

+----------+----+-------------------------+---------------------------+
|          | #  |                         |                           |
|          | Te |                         |                           |
|          | ch |                         |                           |
|          | no |                         |                           |
|          | lo |                         |                           |
|          | gy |                         |                           |
|          |  a |                         |                           |
|          | s  |                         |                           |
|          | a  |                         |                           |
|          | To |                         |                           |
|          | ol |                         |                           |
|          |  ( |                         |                           |
|          | Co |                         |                           |
|          | nt |                         |                           |
|          | in |                         |                           |
|          | ue |                         |                           |
|          | d) |                         |                           |
+----------+----+-------------------------+---------------------------+
|          | Te |                         |                           |
|          | ch |                         |                           |
|          | no |                         |                           |
|          | lo |                         |                           |
|          | gy |                         |                           |
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|          | mu |                         |                           |
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|          | ca |                         |                           |
|          | ti |                         |                           |
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|          | as |                         |                           |
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|          | ts |                         |                           |
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|          | a  |                         |                           |
|          | nd |                         |                           |
|          | ca |                         |                           |
|          | ut |                         |                           |
|          | io |                         |                           |
|          | ns |                         |                           |
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|          | u  |                         |                           |
|          | si |                         |                           |
|          | ng |                         |                           |
|          | v  |                         |                           |
|          | ar |                         |                           |
|          | io |                         |                           |
|          | us |                         |                           |
|          | t  |                         |                           |
|          | yp |                         |                           |
|          | es |                         |                           |
|          | of |                         |                           |
|          | te |                         |                           |
|          | ch |                         |                           |
|          | no |                         |                           |
|          | lo |                         |                           |
|          | gy |                         |                           |
|          | du |                         |                           |
|          | ri |                         |                           |
|          | ng |                         |                           |
|          | an |                         |                           |
|          | em |                         |                           |
|          | er |                         |                           |
|          | ge |                         |                           |
|          | nc |                         |                           |
|          | y. |                         |                           |
+----------+----+-------------------------+---------------------------+
| #        |    |                         |                           |
|  Tips an |    |                         |                           |
| d Cautio |    |                         |                           |
| ns for C |    |                         |                           |
| ommunica |    |                         |                           |
| tions Te |    |                         |                           |
| chnology |    |                         |                           |
+----------+----+-------------------------+---------------------------+
| # Te     |    | # Tips for Use          | # Cautions in Use         |
| chnology |    |                         |                           |
+----------+----+-------------------------+---------------------------+
| T        |    | -   Always identify     | -   Do not assume that    |
| elephone |    |     yourself first.     |     cellular telephone    |
|          |    |                         |     calls are private.    |
|          |    | -   State immediately   |                           |
|          |    |     if the call is an   | -   The communication     |
|          |    |     emergency.          |     (unless taped) will   |
|          |    |                         |     not be documented for |
|          |    | -   If non-urgent in    |     future reference.     |
|          |    |     nature, ask if you  |                           |
|          |    |     are calling at a    | -   If your conversation  |
|          |    |     convenient time.    |     is on speaker phone,  |
|          |    |                         |     you may have other    |
|          |    | -   Ensure that you     |     listeners, in         |
|          |    |     have appropriate    |     addition to the       |
|          |    |     privacy when you    |     person you phoned.    |
|          |    |     make your call.     |                           |
|          |    |                         | -   The recipient relies  |
|          |    | -   Have pen and paper  |     on only the spoken    |
|          |    |     at hand to take     |     word to understand    |
|          |    |     notes.              |     the message. (This    |
|          |    |                         |     may be less efficient |
|          |    | -   Assess the          |     than using multiple   |
|          |    |     listener's          |     stimuli.)             |
|          |    |     understanding by    |                           |
|          |    |     repeating key       |                           |
|          |    |     points or asking    |                           |
|          |    |     that they be        |                           |
|          |    |     repeated back to    |                           |
|          |    |     you.                |                           |
|          |    |                         |                           |
|          |    | -   Use proper          |                           |
|          |    |     telephone manners.  |                           |
+----------+----+-------------------------+---------------------------+
| Te       |    | -   Be sure to promote  | -   Test the TDD system   |
| lecommun |    |     the TDD access      |     from an equipped      |
| ications |    |     number each time    |     phone to ensure that  |
| Device   |    |     another phone line  |     it is working         |
| for the  |    |     is promoted.        |     properly.             |
| Deaf     |    |                         |                           |
| (TDD)    |    | -   Be sure to promote  | -   Be sure that your TDD |
|          |    |     TDD numbers in      |     system can            |
|          |    |     print.              |     accommodate all       |
|          |    |                         |     users.                |
+----------+----+-------------------------+---------------------------+
| Radio    |    | -   Avoid jargon and    | -   Be aware that other   |
|          |    |     codes.              |     people may overhear   |
|          |    |                         |     your message, in      |
|          |    | -   Be brief,           |     addition to the       |
|          |    |     communicating       |     intended audience.    |
|          |    |     essential           |                           |
|          |    |     information only.   | -   Limit to essential    |
|          |    |                         |     communication to      |
|          |    | -   Adhere to           |     avoid "clogging" or   |
|          |    |     established         |     "overtalking."        |
|          |    |     protocols for       |                           |
|          |    |     identification,     |                           |
|          |    |     communication, and  |                           |
|          |    |     signoff.            |                           |
+----------+----+-------------------------+---------------------------+

+----------+---+---------------------------+---------------------------+
|          | # |                           |                           |
|          |   |                           |                           |
|          | T |                           |                           |
|          | e |                           |                           |
|          | c |                           |                           |
|          | h |                           |                           |
|          | n |                           |                           |
|          | o |                           |                           |
|          | l |                           |                           |
|          | o |                           |                           |
|          | g |                           |                           |
|          | y |                           |                           |
|          |   |                           |                           |
|          | a |                           |                           |
|          | s |                           |                           |
|          |   |                           |                           |
|          | a |                           |                           |
|          |   |                           |                           |
|          | T |                           |                           |
|          | o |                           |                           |
|          | o |                           |                           |
|          | l |                           |                           |
|          |   |                           |                           |
|          | ( |                           |                           |
|          | C |                           |                           |
|          | o |                           |                           |
|          | n |                           |                           |
|          | t |                           |                           |
|          | i |                           |                           |
|          | n |                           |                           |
|          | u |                           |                           |
|          | e |                           |                           |
|          | d |                           |                           |
|          | ) |                           |                           |
+----------+---+---------------------------+---------------------------+
| # Te     |   | # Tips for Use            | # Cautions in Use         |
| chnology |   |                           |                           |
+----------+---+---------------------------+---------------------------+
| Fax      |   | -   Follow rules for good | -   Speed of transmission |
|          |   |     writing.              |     does not negate the   |
|          |   |                           |     need for good writing |
|          |   | -   Include a cover sheet |     and/or good manners.  |
|          |   |     to ensure receipt.    |                           |
|          |   |     Include the number of |                           |
|          |   |     pages on the cover    |                           |
|          |   |     sheet.                |                           |
|          |   |                           |                           |
|          |   | -   Request confirmation  |                           |
|          |   |     of receipt.           |                           |
+----------+---+---------------------------+---------------------------+
| E-mail   |   | -   Follow rules for good | -   As with faxes, speedy |
|          |   |     writing.              |     delivery does not     |
|          |   |                           |     negate the need for   |
|          |   | -   Request notification  |     complete sentences    |
|          |   |     of receipt.           |     and proper spelling   |
|          |   |                           |     and grammar.          |
|          |   |                           |                           |
|          |   |                           | -   E-mail can be revised |
|          |   |                           |     or tampered with      |
|          |   |                           |     without your          |
|          |   |                           |     permission.           |
|          |   |                           |                           |
|          |   |                           | -   You do not know how   |
|          |   |                           |     frequently recipients |
|          |   |                           |     check e-mail.         |
|          |   |                           |                           |
|          |   |                           | -   E-mail can be         |
|          |   |                           |     forwarded beyond its  |
|          |   |                           |     intended audience.    |
+----------+---+---------------------------+---------------------------+
| Mi       |   | -   Be familiar with the  | -   Using this method in  |
| crophone |   |     operation of all      |     a small group may     |
| and      |   |     equipment.            |     appear impersonal.    |
| Overhead |   |                           |                           |
| Pr       |   | -   Ensure that projected | -   Many projectors lack  |
| ojection |   |     materials are clear   |     the capability of     |
| E        |   |     and professional.     |     projecting fine       |
| quipment |   |                           |     detail.               |
+----------+---+---------------------------+---------------------------+
| Public   |   | -   Enunciate clearly.    | -   It is difficult to    |
| Address  |   |                           |     convey different      |
| System   |   | -   Keep messages simple. |     messages to segments  |
|          |   |                           |     of the population.    |
|          |   | -   Repeat key            |                           |
|          |   |     information often     | -   It is challenging to  |
|          |   |     enough to account for |     assess the            |
|          |   |     changes in audience.  |     demographics or       |
|          |   |                           |     special communication |
|          |   |                           |     needs of a mobile     |
|          |   |                           |     group.                |
+----------+---+---------------------------+---------------------------+
| EAS      |   | -   Ensure that           | -   Test EAS technology   |
|          |   |     technology used adds  |     regularly to ensure   |
|          |   |     meaning rather than   |     that it is operable   |
|          |   |     confusion (e.g., do   |     when needed.          |
|          |   |     not use satellite     |                           |
|          |   |     images or complex     |                           |
|          |   |     terminology without   |                           |
|          |   |     explanation.).        |                           |
+----------+---+---------------------------+---------------------------+

  ----------------------------------------------------- -----------------------------------------------------------
                                                        **Are all tools available and functional?**

  ![](media/image10.wmf){width="0.8298611111111112in"   Emergency conditions can result in power outages or other
  height="0.4652777777777778in"}                        conditions that may limit your choice of technologies. Be
                                                        prepared to choose lower-tech methods to support your
                                                        communication.
  ----------------------------------------------------- -----------------------------------------------------------

+----------+-----------+-----------------------+-----------------------+
|          | # Co      |                       |                       |
|          | mbining H |                       |                       |
|          | igh-Tech  |                       |                       |
|          | and Low-T |                       |                       |
|          | ech Tools |                       |                       |
+----------+-----------+-----------------------+-----------------------+
|          | In most   |                       |                       |
|          | cases,    |                       |                       |
|          | you can   |                       |                       |
|          | use a mix |                       |                       |
|          | of        |                       |                       |
|          | high-tech |                       |                       |
|          | and       |                       |                       |
|          | low-tech  |                       |                       |
|          | tools to  |                       |                       |
|          | support   |                       |                       |
|          | your      |                       |                       |
|          | message.  |                       |                       |
|          | In        |                       |                       |
|          | choosing  |                       |                       |
|          | your      |                       |                       |
|          | methods,  |                       |                       |
|          | consider  |                       |                       |
|          | your:     |                       |                       |
|          |           |                       |                       |
|          | ##        |                       |                       |
|          | ## Messag |                       |                       |
|          | e (What?) |                       |                       |
|          |           |                       |                       |
|          | #         |                       |                       |
|          | ### Purpo |                       |                       |
|          | se (Why?) |                       |                       |
|          |           |                       |                       |
|          | ###       |                       |                       |
|          | # Recipie |                       |                       |
|          | nt (Who?) |                       |                       |
|          |           |                       |                       |
|          | The table |                       |                       |
|          | below     |                       |                       |
|          | examines  |                       |                       |
|          | some of   |                       |                       |
|          | the       |                       |                       |
|          | nuances   |                       |                       |
|          | of each   |                       |                       |
|          | of these  |                       |                       |
|          | three     |                       |                       |
|          | elements. |                       |                       |
+----------+-----------+-----------------------+-----------------------+
| ######## |           | **Purpose**           | **Recipient**         |
|  Message |           |                       |                       |
+----------+-----------+-----------------------+-----------------------+
| -   What |           | -   Why are you       | -   Who is the        |
|     do   |           |     distributing this |     audience?         |
|     you  |           |     information?      |                       |
|     want |           |                       | -   What are the      |
|     to   |           | -   How and when do   |     primary languages |
|          |           |     you want people   |     spoken by your    |
|  convey? |           |     to respond?       |     target audience?  |
|          |           |                       |                       |
| -   What |           | -   How soon do       | -   What are the      |
|     tone |           |     people need this  |     special           |
|     is   |           |     information?      |     communication     |
|     app  |           |                       |     needs among your  |
| ropriate |           |                       |     audience          |
|     for  |           |                       |     (including needs  |
|     your |           |                       |     dictated by       |
|     info |           |                       |     culture)?         |
| rmation? |           |                       |                       |
|          |           |                       | -   Where do they     |
| -   Is   |           |                       |     typically learn   |
|          |           |                       |     new information?  |
|    there |           |                       |                       |
|     more |           |                       |                       |
|     than |           |                       |                       |
|     one  |           |                       |                       |
|          |           |                       |                       |
| message? |           |                       |                       |
+----------+-----------+-----------------------+-----------------------+

  ----------- -----------------------------------------------------------
              Review the case studies that follow and consider how
              technology can be used to support the message and audience
              needs.

  ----------- -----------------------------------------------------------

+----------+-----------------------------------------------------------+
| ![       | # Case Stu                                                |
| ](media/ | dies in Choosing and Combining Communication Technologies |
| image9.w |                                                           |
| mf){widt |                                                           |
| h="0.859 |                                                           |
| 02777777 |                                                           |
| 77777in" |                                                           |
| height=  |                                                           |
| "0.25972 |                                                           |
| 22222222 |                                                           |
| 2224in"} |                                                           |
+----------+-----------------------------------------------------------+
|          | *Below and on the following pages are several real-world  |
|          | situations that you are likely to encounter on the job.   |
|          | After you answer the question following each case study,  |
|          | review the suggested response that follows. Finally,      |
|          | review the learning points associated with the case       |
|          | study.*                                                   |
+----------+-----------------------------------------------------------+

### **Case Study 5.1: Planning a Hurricane Preparedness Assembly**

On February 1, you decide to host a May 1st meeting on hurricane
preparedness. It will be open to all local, State, and voluntary
organization representatives who work in emergency management.

You consult government phone books to obtain the fax numbers of all
related agencies and send the information out mid-February. You want as
many attendees as possible, so you send the information in the form of a
flyer and hope that it will be shared among all office personnel.

You also post the flyer on government Web sites and on City Hall
bulletin boards.

On the day of the assembly, you are surprised to find a very small
turnout.

How could you have used technology to increase the impact of the meeting
announcement and the number of attendees?

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

+----------+-----------------------------------------------------------+
| ![](med  | # Case Studies in Choo                                    |
| ia/image | sing and Combining Communication Technologies (Continued) |
| 7.wmf){w |                                                           |
| idth="0. |                                                           |
| 90625in" |                                                           |
| height=  |                                                           |
| "0.30416 |                                                           |
| 66666666 |                                                           |
| 6664in"} |                                                           |
+----------+-----------------------------------------------------------+

### 

### **Answers to Case Study 5.1**

[How could you have used technology tools to increase the impact of the
meeting announcement and the number of attendees]{.underline}?

Your answer is correct if it contains these elements:

-   Substitute or add tools that deliver individual invitations.

-   Include a mechanism for tracking attendance.

-   Use a broader variety of tools to reach the same audience more
    frequently.

+----------+-----------------------------------------------------------+
| ![]      | -   Because the faxed or posted flyer was not             |
| (media/i |     specifically addressed, some people may have assumed  |
| mage11.w |     it was intended for others.                           |
| mf){widt |                                                           |
| h="0.840 | -   Unless you confirmed the fax numbers, you cannot be   |
| 27777777 |     sure that the published information was current.      |
| 77778in" |                                                           |
| height=  | -   You may send the flyer as an enclosure with a         |
| "0.37430 |     personal letter that requests a response. It is       |
| 55555555 |     likely to merit closer attention. If it is not        |
| 5556in"} |     practical to contact all potential attendees          |
|          |     individually, identify department heads and others    |
|          |     who can distribute your message to a broader          |
|          |     audience.                                             |
|          |                                                           |
|          | -   You may make a phone call or send a letter to key     |
|          |     personnel in which you could specify the benefits of  |
|          |     attendance.                                           |
|          |                                                           |
|          | -   You could place a notice of the meeting in            |
|          |     appropriate newsletters.                              |
|          |                                                           |
|          | -   It is advisable to anticipate attendance. When        |
|          |     numbers make a difference, be sure to request a       |
|          |     response and specify the desired response technology  |
|          |     (e-mail, phone number, etc.).                         |
|          |                                                           |
|          | -   Follow the original faxed information with subsequent |
|          |     inquiries (e.g., e-mail a note that reads "Planning   |
|          |     to attend?").                                         |
|          |                                                           |
|          | -   Make use of low-tech tools:                           |
|          |                                                           |
|          | ```{=html}                                                |
|          | <!-- -->                                                  |
|          | ```                                                       |
|          | -   Each time you find yourself among colleagues, promote |
|          |     the meeting in your conversation.                     |
|          |                                                           |
|          | -   Have a badge made that reads "Ask me about my         |
|          |     hurricane preparedness meeting" and wear it.          |
|          |                                                           |
|          | -   Be creative: Include a piece of string in each        |
|          |     invitation, stating that it is to be tied around a    |
|          |     finger as a reminder to attend.                       |
+----------+-----------------------------------------------------------+

+----------+-----------------------------------------------------------+
| ![       | # Case Studies in Choo                                    |
| ](media/ | sing and Combining Communication Technologies (Continued) |
| image9.w |                                                           |
| mf){widt |                                                           |
| h="0.859 |                                                           |
| 02777777 |                                                           |
| 77777in" |                                                           |
| height=  |                                                           |
| "0.25972 |                                                           |
| 22222222 |                                                           |
| 2224in"} |                                                           |
+----------+-----------------------------------------------------------+

### 

### **Case Study 5.2: Flash-Flood Warning**

You have just learned that the National Weather Service has issued a
flash-flood warning for the portion of the Mellis River that runs
through your county. The vulnerable area is primarily residential but
also includes a recreational picnic area alongside the river and one
public elementary school.

At this time, there is no flooding. However, the school day is almost
over and you decide to evacuate the one-floor school. You must also
disseminate the flood warning message to the community.

What technologies could you use to distribute the evacuation order and
warning?

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

+----------+-----------------------------------------------------------+
| ![](med  | # Case Studies in Choo                                    |
| ia/image | sing and Combining Communication Technologies (Continued) |
| 7.wmf){w |                                                           |
| idth="0. |                                                           |
| 90625in" |                                                           |
| height=  |                                                           |
| "0.30416 |                                                           |
| 66666666 |                                                           |
| 6664in"} |                                                           |
+----------+-----------------------------------------------------------+

### 

### **Answers to Case Study 5.2**

[What technologies could you use to distribute the evacuation order and
warning]{.underline}?

Your answer is correct if it contains these elements:

-   Emergency Alert System activation.

-   Immediate, personal technology (e.g., telephone) to contact the
    school principal.

-   Public address system warnings to campers/boaters, motorists, and
    residents.

-   A combination of tools (e.g., a school assembly briefing, or a print
    copy of a flash flood warning, radio and/or television
    announcements, etc.).

+----------+-----------------------------------------------------------+
| ![]      | -   Within this specific situation, you have a variety of |
| (media/i |     messages to communicate to different audiences:       |
| mage11.w |                                                           |
| mf){widt | ```{=html}                                                |
| h="0.840 | <!-- -->                                                  |
| 27777777 | ```                                                       |
| 77778in" | -   School occupants must evacuate.                       |
| height=  |                                                           |
| "0.37430 | -   Area residents should heed the warning and evacuate.  |
| 55555555 |                                                           |
| 5556in"} | -   Motorists should avoid the area.                      |
|          |                                                           |
|          | -   Park patrons should evacuate.                         |
|          |                                                           |
|          | -   Parents must be told that their children have been    |
|          |     evacuated.                                            |
|          |                                                           |
|          | ```{=html}                                                |
|          | <!-- -->                                                  |
|          | ```                                                       |
|          | -   Consider the time of day (before the school day has   |
|          |     ended), and note that some residents of the warning   |
|          |     area will be at home and others will be at work or at |
|          |     other locations. Radio may be especially effective in |
|          |     reaching commuters.                                   |
|          |                                                           |
|          | -   If access roads to the area are limited, consider     |
|          |     nailing low-tech signs at key intersections or        |
|          |     closing roads that are likely to be affected by       |
|          |     flooding.                                             |
+----------+-----------------------------------------------------------+

+----------+-----------------------------------------------------------+
| ![       | # Case Studies in Choo                                    |
| ](media/ | sing and Combining Communication Technologies (Continued) |
| image9.w |                                                           |
| mf){widt |                                                           |
| h="0.859 |                                                           |
| 02777777 |                                                           |
| 77777in" |                                                           |
| height=  |                                                           |
| "0.25972 |                                                           |
| 22222222 |                                                           |
| 2224in"} |                                                           |
+----------+-----------------------------------------------------------+

### 

### **Case Study 5.3: Using Technology to Add Meaning**

During a hurricane watch, a local television broadcast features a
dramatic satellite image from a hurricane that hit the area 2 years ago.
The broadcaster announces that the footage is 2 years old and explains
that he is using it to underscore the importance of taking protective
action.

Residents of a nursing and rehabilitation home view the broadcast. Some
of the residents do not hear the announcer's explanation and assume that
the footage is current. This creates stress and misunderstanding among
the residents.

If you were in control of the broadcast, how could you have used
technology differently to avoid this misunderstanding?

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

+----------+-----------------------------------------------------------+
| ![](med  | # Case Studies in Choo                                    |
| ia/image | sing and Combining Communication Technologies (Continued) |
| 7.wmf){w |                                                           |
| idth="0. |                                                           |
| 90625in" |                                                           |
| height=  |                                                           |
| "0.30416 |                                                           |
| 66666666 |                                                           |
| 6664in"} |                                                           |
+----------+-----------------------------------------------------------+

### 

### **Answers to Case Study 5.3**

#### If you were in control of the broadcast, how could you have used technology differently to avoid this misunderstanding?

Your answer is correct if it contains any of these elements:

-   Label the satellite image with the event date.

-   Add a crawl line that identifies the satellite image.

-   Follow the satellite image with contrasting current imagery.

+----------+-----------------------------------------------------------+
| ![]      | -   Anticipate how various audiences may interpret or     |
| (media/i |     misinterpret the message.                             |
| mage11.w |                                                           |
| mf){widt | -   In cases where technology is potentially confusing,   |
| h="0.840 |     use more than one to ensure understanding.            |
| 27777777 |                                                           |
| 77778in" | -   Consider whether the additional technology really     |
| height=  |     adds meaning to your message and whether the          |
| "0.37430 |     potential confusion is worth the risk.                |
| 55555555 |                                                           |
| 5556in"} |                                                           |
+----------+-----------------------------------------------------------+
|          | # Summary and Transition                                  |
+----------+-----------------------------------------------------------+
|          | In this unit, you gained perspective on how technology    |
|          | serves to enhance communication. You also explored        |
|          | several scenarios and considered the best mix of low- and |
|          | high-tech media. In the next unit, you will study oral    |
|          | communication.                                            |
|          |                                                           |
|          | Before you proceed to the next unit, take a few minutes   |
|          | to complete the Knowledge Check on the next page.         |
+----------+-----------------------------------------------------------+

+----------+-----------------------------------------------------------+
| ![       | # Knowledge Check                                         |
| ](media/ |                                                           |
| image6.w |                                                           |
| mf){widt |                                                           |
| h="0.719 |                                                           |
| 44444444 |                                                           |
| 44444in" |                                                           |
| height=  |                                                           |
| "0.38958 |                                                           |
| 33333333 |                                                           |
| 3334in"} |                                                           |
+----------+-----------------------------------------------------------+
| *C       |                                                           |
| arefully |                                                           |
| read     |                                                           |
| each     |                                                           |
| question |                                                           |
| and all  |                                                           |
| of the   |                                                           |
| possible |                                                           |
| answers  |                                                           |
| before   |                                                           |
| s        |                                                           |
| electing |                                                           |
| the most |                                                           |
| app      |                                                           |
| ropriate |                                                           |
| response |                                                           |
| for each |                                                           |
| test     |                                                           |
| item.    |                                                           |
| Circle   |                                                           |
| the      |                                                           |
| letter   |                                                           |
| corre    |                                                           |
| sponding |                                                           |
| to the   |                                                           |
| answer   |                                                           |
| that you |                                                           |
| have*    |                                                           |
| *        |                                                           |
| chosen.* |                                                           |
| *        |                                                           |
| Complete |                                                           |
| all of   |                                                           |
| the      |                                                           |
| q        |                                                           |
| uestions |                                                           |
| without  |                                                           |
| looking  |                                                           |
| at the   |                                                           |
| course   |                                                           |
| ma       |                                                           |
| terial.* |                                                           |
+----------+-----------------------------------------------------------+
| 1.  The  |                                                           |
|     E    |                                                           |
| mergency |                                                           |
|          |                                                           |
|    Alert |                                                           |
|          |                                                           |
|   System |                                                           |
|     is   |                                                           |
|     an   |                                                           |
|     app  |                                                           |
| ropriate |                                                           |
|     tool |                                                           |
|     for  |                                                           |
|          |                                                           |
|    disse |                                                           |
| minating |                                                           |
|          |                                                           |
|   hazard |                                                           |
|     mi   |                                                           |
| tigation |                                                           |
|     ma   |                                                           |
| terials. |                                                           |
|          |                                                           |
| > a\.    |                                                           |
| > True   |                                                           |
| > b.     |                                                           |
| > False  |                                                           |
|          |                                                           |
| 2.  Te   |                                                           |
| chnology |                                                           |
|     can  |                                                           |
|          |                                                           |
|  support |                                                           |
|          |                                                           |
|    commu |                                                           |
| nication |                                                           |
|     but  |                                                           |
|     is   |                                                           |
|     not  |                                                           |
|     a    |                                                           |
|          |                                                           |
| solution |                                                           |
|     in   |                                                           |
|          |                                                           |
|  itself. |                                                           |
|          |                                                           |
| > a\.    |                                                           |
| > True   |                                                           |
| > b.     |                                                           |
| > False  |                                                           |
|          |                                                           |
| 3        |                                                           |
| .  Which |                                                           |
|     of   |                                                           |
|     the  |                                                           |
|     f    |                                                           |
| ollowing |                                                           |
|     tech |                                                           |
| nologies |                                                           |
|     is   |                                                           |
|     the  |                                                           |
|     best |                                                           |
|          |                                                           |
|   choice |                                                           |
|     to   |                                                           |
|          |                                                           |
|   convey |                                                           |
|          |                                                           |
|   urgent |                                                           |
|     and  |                                                           |
|          |                                                           |
|   highly |                                                           |
|     s    |                                                           |
| ensitive |                                                           |
|     info |                                                           |
| rmation? |                                                           |
|          |                                                           |
| ``       |                                                           |
| `{=html} |                                                           |
| <!-- --> |                                                           |
| ```      |                                                           |
| a.  T    |                                                           |
| elephone |                                                           |
|          |                                                           |
| b.  Fax  |                                                           |
|          |                                                           |
| c.       |                                                           |
|   Letter |                                                           |
|          |                                                           |
| d.       |                                                           |
|   E-mail |                                                           |
|          |                                                           |
| e.       |                                                           |
| Dispatch |                                                           |
|          |                                                           |
|    radio |                                                           |
|          |                                                           |
| ``       |                                                           |
| `{=html} |                                                           |
| <!-- --> |                                                           |
| ```      |                                                           |
| 4.       |                                                           |
| Message, |                                                           |
|          |                                                           |
| purpose, |                                                           |
|     and  |                                                           |
|          |                                                           |
| \_\_\_\_ |                                                           |
| \_\_\_\_ |                                                           |
|     are  |                                                           |
|     the  |                                                           |
|          |                                                           |
|    three |                                                           |
|          |                                                           |
|  primary |                                                           |
|          |                                                           |
|  factors |                                                           |
|     that |                                                           |
|          |                                                           |
|   should |                                                           |
|          |                                                           |
|    guide |                                                           |
|     your |                                                           |
|     te   |                                                           |
| chnology |                                                           |
|     se   |                                                           |
| lection. |                                                           |
|          |                                                           |
| ``       |                                                           |
| `{=html} |                                                           |
| <!-- --> |                                                           |
| ```      |                                                           |
| a.       |                                                           |
| Location |                                                           |
|          |                                                           |
| b.       |                                                           |
| Audience |                                                           |
|          |                                                           |
| c.  Time |                                                           |
|     of   |                                                           |
|     day  |                                                           |
|          |                                                           |
| d.       |                                                           |
| Language |                                                           |
|          |                                                           |
| e.  Type |                                                           |
|     of   |                                                           |
|     e    |                                                           |
| mergency |                                                           |
|          |                                                           |
| ``       |                                                           |
| `{=html} |                                                           |
| <!-- --> |                                                           |
| ```      |                                                           |
| 5.  In   |                                                           |
|     most |                                                           |
|     e    |                                                           |
| mergency |                                                           |
|     sit  |                                                           |
| uations, |                                                           |
|     you  |                                                           |
|     will |                                                           |
|     use  |                                                           |
|     \_\_ |                                                           |
| \_\_\_\_ |                                                           |
| \_\_\_\_ |                                                           |
|     to   |                                                           |
|     comm |                                                           |
| unicate. |                                                           |
|          |                                                           |
| ``       |                                                           |
| `{=html} |                                                           |
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| a.  A    |                                                           |
|          |                                                           |
|  mixture |                                                           |
|     of   |                                                           |
|     low- |                                                           |
|     and  |                                                           |
|          |                                                           |
|  high-te |                                                           |
| chnology |                                                           |
|          |                                                           |
|    tools |                                                           |
|          |                                                           |
| b.  The  |                                                           |
|     most |                                                           |
|          |                                                           |
|    sophi |                                                           |
| sticated |                                                           |
|     te   |                                                           |
| chnology |                                                           |
|          |                                                           |
|    tools |                                                           |
|          |                                                           |
| c.  The  |                                                           |
|     most |                                                           |
|          |                                                           |
|    basic |                                                           |
|     te   |                                                           |
| chnology |                                                           |
|          |                                                           |
|    tools |                                                           |
|          |                                                           |
| d.  Only |                                                           |
|     te   |                                                           |
| chnology |                                                           |
|     that |                                                           |
|     does |                                                           |
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|          |                                                           |
|   depend |                                                           |
|     on   |                                                           |
|     ele  |                                                           |
| ctricity |                                                           |
|          |                                                           |
| e.  P    |                                                           |
| rimarily |                                                           |
|     te   |                                                           |
| levision |                                                           |
|     br   |                                                           |
| oadcasts |                                                           |
+----------+-----------------------------------------------------------+

+----------+-----------------------------------------------------------+
| ![](med  | # Knowledge Check (Continued)                             |
| ia/image |                                                           |
| 7.wmf){w |                                                           |
| idth="0. |                                                           |
| 90625in" |                                                           |
| height=  |                                                           |
| "0.30416 |                                                           |
| 66666666 |                                                           |
| 6664in"} |                                                           |
+----------+-----------------------------------------------------------+
|          | 1.  False                                                 |
|          |                                                           |
|          | 2.  True                                                  |
|          |                                                           |
|          | 3.  a                                                     |
|          |                                                           |
|          | 4.  b                                                     |
|          |                                                           |
|          | 5.  a                                                     |
+----------+-----------------------------------------------------------+

  -------------- --------------------------------------------------------
                 

                 **Unit 6: Effective Oral Communication**
  -------------- --------------------------------------------------------

+----------+-----------------------------------------------------------+
|          | # Introduction                                            |
+----------+-----------------------------------------------------------+
|          | In the previous unit, you explored some of the ways that  |
|          | technology can enhance successful communication. You also |
|          | began to examine ways that messages, audiences, and       |
|          | purposes can differ. In this unit, you will continue that |
|          | examination in the context of spoken messages.            |
|          |                                                           |
|          | One of your most important requirements for emergency     |
|          | management is oral communication. During daily            |
|          | conversation, you make automatic adjustments to your      |
|          | message and delivery to ensure that you make your point.  |
|          | But have you ever stopped to wonder how you knew to       |
|          | repeat your point? Or why you chose to share a personal   |
|          | example from your own experience to convince your         |
|          | listener?                                                 |
+----------+-----------------------------------------------------------+
|          | # Unit 6 Objectives                                       |
+----------+-----------------------------------------------------------+
|          | After completing this unit, you should be able to:        |
|          |                                                           |
|          | -   Determine the appropriate type of oral communication  |
|          |     for the message and audience.                         |
|          |                                                           |
|          | -   Analyze your nonverbal cues to determine if and how   |
|          |     they may interfere with your message.                 |
|          |                                                           |
|          | -   Use nonverbal cues displayed by an audience to        |
|          |     improve the effectiveness of your communication.      |
|          |                                                           |
|          | -   Recognize appropriate and inappropriate uses of humor |
|          |     in oral communication.                                |
|          |                                                           |
|          | This unit also will help you to identify and adjust your  |
|          | oral skills in the variety of situations that you are     |
|          | likely to face.                                           |
+----------+-----------------------------------------------------------+

+----------+-----------------------------------------------------------+
|          | # Matching Communication to Message and Audience          |
+----------+-----------------------------------------------------------+
|          | In your role as emergency manager, planner, or responder, |
|          | you may be asked to communicate critical information in:  |
|          |                                                           |
|          | -   One-on-one conversations.                             |
|          |                                                           |
|          | -   Small group discussions.                              |
|          |                                                           |
|          | -   Public presentations.                                 |
|          |                                                           |
|          | -   Media interviews.                                     |
+----------+-----------------------------------------------------------+
|          | What types of situations call for oral communication?     |
|          |                                                           |
|          | -   Sometimes, you know the audience and the situation    |
|          |     (e.g., an unruly crowd developing during a protest    |
|          |     rally) and need to develop a message (e.g.,           |
|          |     dispersal, safety, public nuisance).                  |
|          |                                                           |
|          | -   Other times you start with a message for many         |
|          |     audiences (e.g., buy flood insurance coverage) and    |
|          |     must decide the venues (public service announcements, |
|          |     mass mailing, etc.).                                  |
|          |                                                           |
|          | -   At other times, you have a very specific message and  |
|          |     audience (e.g., firing a subordinate) but must create |
|          |     an appropriate situation for delivery.                |
|          |                                                           |
|          | -   Still other times, you may be required to provide a   |
|          |     media interview about a developing emergency and must |
|          |     keep your message clear and your voice calm to avoid  |
|          |     confusing or panicking your audience.                 |
|          |                                                           |
|          | Each circumstance offers unique challenges and            |
|          | opportunities to match your verbal and nonverbal          |
|          | communication to your message and audience.               |
+----------+-----------------------------------------------------------+

+----------+---------------+------------------------------------------+
| ![       | # Acti        |                                          |
| ](media/ | vity: Matchin |                                          |
| image3.w | g the Message |                                          |
| mf){widt |               |                                          |
| h="0.479 |               |                                          |
| 86111111 |               |                                          |
| 11111in" |               |                                          |
| height   |               |                                          |
| ="0.3611 |               |                                          |
| 11111111 |               |                                          |
| 1111in"} |               |                                          |
+----------+---------------+------------------------------------------+
|          | The purpose   |                                          |
|          | of this       |                                          |
|          | activity is   |                                          |
|          | to match the  |                                          |
|          | message type  |                                          |
|          | to its        |                                          |
|          | purpose and   |                                          |
|          | audience.     |                                          |
|          |               |                                          |
|          | *For every    |                                          |
|          | situation in  |                                          |
|          | Column A,     |                                          |
|          | choose two    |                                          |
|          | matches from  |                                          |
|          | Column B.*    |                                          |
+----------+---------------+------------------------------------------+
| **       |               |                                          |
| Matching |               |                                          |
| Message  |               |                                          |
| and Type |               |                                          |
| of Oral  |               |                                          |
| Communi  |               |                                          |
| cation** |               |                                          |
+----------+---------------+------------------------------------------+
| 1.  On   |               | a.  Review internal budgets              |
| e-on-one |               |                                          |
|     conv |               | b.  Publicize Fire Prevention Week       |
| ersation |               |                                          |
|          |               | c.  Evaluate staff performance           |
| >        |               |                                          |
| \_\_\_\_ |               | d.  Educate city-wide animal shelter     |
| >        |               |     staff                                |
| \_\_\_\_ |               |                                          |
|          |               | e.  Offer condolences to a coworker      |
| 2.  Sma  |               |                                          |
| ll-group |               | f.  Announce agency policy changes       |
|     di   |               |                                          |
| scussion |               | g.  Conduct a Hazard Awareness Fair      |
|          |               |                                          |
| >        |               | h.  Explore increased interagency        |
| \_\_\_\_ |               |     cooperation                          |
| >        |               |                                          |
| \_\_\_\_ |               |                                          |
|          |               |                                          |
| 3.       |               |                                          |
|   Public |               |                                          |
|     pres |               |                                          |
| entation |               |                                          |
|          |               |                                          |
| >        |               |                                          |
| \_\_\_\_ |               |                                          |
| >        |               |                                          |
| \_\_\_\_ |               |                                          |
|          |               |                                          |
| 4        |               |                                          |
| .  Media |               |                                          |
|     i    |               |                                          |
| nterview |               |                                          |
|          |               |                                          |
| >        |               |                                          |
| \_\_\_\_ |               |                                          |
| >        |               |                                          |
| \_\_\_\_ |               |                                          |
+----------+---------------+------------------------------------------+

+----------+-----------------------------------------------------------+
| ![](med  | # Activity: Matching the Message (Continued)              |
| ia/image |                                                           |
| 7.wmf){w |                                                           |
| idth="0. |                                                           |
| 90625in" |                                                           |
| height=  |                                                           |
| "0.30416 |                                                           |
| 66666666 |                                                           |
| 6664in"} |                                                           |
+----------+-----------------------------------------------------------+
|          | **The correct answers are:**                              |
|          |                                                           |
|          | 1.  c, e                                                  |
|          |                                                           |
|          | 2.  a, h                                                  |
|          |                                                           |
|          | 3.  d, g                                                  |
|          |                                                           |
|          | 4.  b, f                                                  |
|          |                                                           |
|          | Review the correct answers and compare them to yours.     |
+----------+-----------------------------------------------------------+
| ![]      | -   You probably found most of the correct matches to be  |
| (media/i |     obvious. That's because our experience in society     |
| mage11.w |     gives us a sense of appropriateness that allows us to |
| mf){widt |     communicate fairly automatically. But can you         |
| h="0.840 |     identify the steps you take in forming communications |
| 27777777 |     and implementing them?                                |
| 77778in" |                                                           |
| height=  | -   Which of these questions did you consciously consider |
| "0.37430 |     when you chose your matches?                          |
| 55555555 |                                                           |
| 5556in"} | ```{=html}                                                |
|          | <!-- -->                                                  |
|          | ```                                                       |
|          | -   How many people are in the audience?                  |
|          |                                                           |
|          | -   How many times will I have to deliver the message?    |
|          |                                                           |
|          | -   Does this method use my time efficiently?             |
|          |                                                           |
|          | -   Is my message going to the correct audience?          |
|          |                                                           |
|          | -   Is the message going to others in addition to the     |
|          |     correct audience?                                     |
|          |                                                           |
|          | -   Will there be a negative impact if this message is    |
|          |     delivered to some people who do not need it?          |
|          |                                                           |
|          | -   What image do I want to convey with my message (e.g., |
|          |     authoritative, competent, informed, or sympathetic)?  |
|          |                                                           |
|          | -   Am I respecting the emotional sensitivity of the      |
|          |     message?                                              |
|          |                                                           |
|          | -   Will I be able to track the success of my             |
|          |     communication effort?                                 |
|          |                                                           |
|          | ```{=html}                                                |
|          | <!-- -->                                                  |
|          | ```                                                       |
|          | -   Matching messages to their purpose and audiences will |
|          |     help ensure communication success.                    |
+----------+-----------------------------------------------------------+

+----------+-----------------------------------------------------------+
|          | # Oral Communication with Mass Media                      |
+----------+-----------------------------------------------------------+
|          | The news media can be a strong ally in alerting and       |
|          | informing the public. It is important to establish        |
|          | credible and productive working relationships with        |
|          | representatives of the media. In most instances, the      |
|          | media will be cooperative in publishing important         |
|          | planning, response, and recovery information. You are in  |
|          | a position to assist them in understanding the important  |
|          | public service role they play.                            |
|          |                                                           |
|          | There are two likely forums in which you will use your    |
|          | oral communication skills: interviews and press           |
|          | conferences. In both circumstances, your primary audience |
|          | is the public, with the media serving as a conduit for    |
|          | your information. Be sure that the informational messages |
|          | that you provide to the media are spoken as though you    |
|          | are directly addressing your audience.                    |
|          |                                                           |
|          | Always be aware that when you provide information for the |
|          | media to promote, the media industry itself is a          |
|          | sensitive secondary audience. In the worst case, the      |
|          | media may:                                                |
|          |                                                           |
|          | -   Report your message erroneously.                      |
|          |                                                           |
|          | -   Report accurate information in an incorrect context.  |
|          |                                                           |
|          | -   Focus public attention on you or your operation       |
|          |     instead of on your message.                           |
+----------+-----------------------------------------------------------+
|          | To minimize misunderstandings, build strong relationships |
|          | with media representatives.                               |
|          |                                                           |
|          | -   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.                        |
|          |                                                           |
|          | -   Acknowledge what you do not know and offer to seek    |
|          |     answers.                                              |
|          |                                                           |
|          | Building relationships with the media will help them help |
|          | you---and the public---in an emergency.                   |
+----------+-----------------------------------------------------------+

+----------+-----------------------------------------------------------+
|          | # Success Tips for Media Interviews                       |
+----------+-----------------------------------------------------------+
| ![       | Many people view media interviews with a mixture of dread |
| ](media/ | and helplessness. But, a media interview is a             |
| image5.w | communication opportunity. No matter what topic the       |
| mf){widt | interviewer has in mind, you have the opportunity to make |
| h="0.659 | your own key points. Job Aid 6.1 on the following page    |
| 02777777 | provides a number of tips to help you stay in control of  |
| 77778in" | the interview process.                                    |
| hei      |                                                           |
| ght="0.4 |                                                           |
| 8125in"} |                                                           |
+----------+-----------------------------------------------------------+

# Job Aid 6.1

# Tips for Media Interviews

# *Before the Interview:*

-   Track all media inquiries and note the reporter's name,
    organization, date, and purpose.

-   If possible, review the scope of the interview with the reporter
    before the interview so that you can anticipate what might be asked.

-   Provide background information that helps the reporter understand
    the issues.

-   Identify the points that you want to communicate during the
    interview and make sure these facts come to mind easily.

-   Identify a message that you can incorporate into your first and last
    remark. For example, if the reporter opens the interview by saying,
    "Thanks for talking with us today," you may respond, "I'm proud to
    speak on behalf of the community's unified response effort," or
    "Thank you for this opportunity to promote flood insurance."

-   Dress appropriately.

# *During the Interview:*

-   Listen to the entire question before answering.

-   Avoid speculation.

-   Beware of false assumptions and erroneous conclusions.

-   Avoid hypothetical questions.

-   Be alert to multiple questions and address them individually.

-   Be confident and concentrate on delivering your message.

-   Keep your answers simple and direct.

-   Speak in "sound bites" (i.e., concise, memorable, short statements).

-   Never repeat inaccurate or damaging information spoken within a
    reporter's question. Instead, restate the information in a positive
    manner in your answer.

-   Do not refer to the reporter by name, as the reporter may not be
    included when the interview is aired.

-   Treat all questions seriously.

-   NEVER speak "off the record."

-   While answering questions, be attuned to opportunities to promote
    *your* message.

-   If you are being recorded or taped and botch an answer, simply begin
    the answer again. If taped, the exchange will most likely be edited.

-   Be aware of your appearance:

```{=html}
<!-- -->
```
-   Avoid nervous gestures; do not overuse hand gestures.

-   Display good posture.

-   Maintain eye contact.

-   Ensure that your glasses (if you wear them) are not slipping
    downward.

-   Remove dark glasses.

-   Avoid wearing stripes, "busy" patterns, and red.

-   If seated, ensure that your jacket does not ride up behind your neck
    by sitting on the coattails.

```{=html}
<!-- -->
```
-   Leave all equipment concerns to the reporter or sound technician.

# *After the Interview:*

-   Obtain and provide any information you promised to supply.

-   Provide written background information, and be available to the
    reporter for follow-up questions.

-   If the story is publicized with inaccuracies, call the reporter and
    politely point out the errors.

+----------+-----------------------------------------------------------+
|          | # Nonverbal Cues                                          |
+----------+-----------------------------------------------------------+
|          | More than half of face-to-face communication is exchanged |
|          | through nonverbal cues. Because up to 65 percent of the   |
|          | meaning your message is unspoken, it is imperative to     |
|          | learn to "read" nonverbal communication.                  |
|          |                                                           |
|          | After you learn to "speak" this second language, you can  |
|          | use it to amplify your message. You also want to master   |
|          | reading nonverbal language. By reading your listener, you |
|          | can gather real-time feedback that tells you whether or   |
|          | not you are communicating successfully. If your message   |
|          | is not getting through, maybe you need to adjust *your*   |
|          | nonverbal broadcast.                                      |
+----------+-----------------------------------------------------------+
|          | **What do nonverbal cues communicate?**                   |
+----------+-----------------------------------------------------------+
|          | # Eyes,                                                   |
|          | tone of voice, expression, volume, and gestures reflect a |
|          | ttitudes, emotions, state of mind, and related messages.  |
|          | While you probably are aware of this, you may not realize |
|          |  just how important those messages are to your listener.  |
|          |                                                           |
|          | #                                                         |
|          |                                                           |
|          | # Nonverbal cues can reveal three basic emotions:         |
|          |                                                           |
|          | -   Like or dislike.                                      |
|          |                                                           |
|          | -   Submission or dominance.                              |
|          |                                                           |
|          | -   The degree to which others can arouse reactions.      |
|          |                                                           |
|          | #                                                         |
+----------+-----------------------------------------------------------+
|          | # Nonverbal Clusters                                      |
+----------+-----------------------------------------------------------+
|          | Nonverbal clusters are several related nonverbal signals  |
|          | that work in concert. Generally, the presence of a        |
|          | nonverbal cluster is more significant than a single       |
|          | signal and reflects changes in attitude and state of      |
|          | mind.                                                     |
|          |                                                           |
|          | Below is an example that shows how we use nonverbal       |
|          | cluster signals to judge the success of our               |
|          | communication:                                            |
|          |                                                           |
|          | You are talking to a peer. Your listener yawns. What      |
|          | might be the significance of the yawn? Is your listener:  |
|          |                                                           |
|          | -   Unreceptive to your message?                          |
|          |                                                           |
|          | -   Sleep deprived?                                       |
|          |                                                           |
|          | -   In need of additional oxygen?                         |
+----------+-----------------------------------------------------------+

+----------+-----------------------------------------------------------+
|          | # Nonverbal Clusters (Continued)                          |
+----------+-----------------------------------------------------------+
|          | Now, you are having the same conversation. This time your |
|          | listener yawns while frequently glancing around the room  |
|          | with a bored look and tapping a pencil on the desk. From  |
|          | this cluster of nonverbal behavior, you can assume that   |
|          | your listener is not receptive to your message.           |
+----------+-----------------------------------------------------------+

+----------+-----------------------------------------------------------+
| ![       | # Case Study 6.1: Mixed Signals                           |
| ](media/ |                                                           |
| image9.w |                                                           |
| mf){widt |                                                           |
| h="0.859 |                                                           |
| 02777777 |                                                           |
| 77777in" |                                                           |
| height=  |                                                           |
| "0.25972 |                                                           |
| 22222222 |                                                           |
| 2224in"} |                                                           |
+----------+-----------------------------------------------------------+
|          | *Read the following case study and answer the question    |
|          | below. Then turn the page to compare your answer with the |
|          | suggested response.*                                      |
+----------+-----------------------------------------------------------+

Imagine yourself seated across from your supervisor's desk telling her
about a conflict with a coworker. As you relay the details of the
incident, she begins to page through a color catalog of protective
clothing that is open on the desk. When you ask her opinion, she
continues to look downward, but responds, "Personnel issues are my
highest priority. I will look into it."

What are some of the feelings you might experience after this
conversation?

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

+----------+-----------------------------------------------------------+
| ![](med  | # Case Study 6.1: Mixed Signals (Continued)               |
| ia/image |                                                           |
| 7.wmf){w |                                                           |
| idth="0. |                                                           |
| 90625in" |                                                           |
| height=  |                                                           |
| "0.30416 |                                                           |
| 66666666 |                                                           |
| 6664in"} |                                                           |
+----------+-----------------------------------------------------------+
| ####     |                                                           |
|          |                                                           |
| ####     |                                                           |
| **Answer |                                                           |
|  to Case |                                                           |
|  Study** |                                                           |
|          |                                                           |
| [What    |                                                           |
| are some |                                                           |
| of the   |                                                           |
| feelings |                                                           |
| you      |                                                           |
| might    |                                                           |
| have     |                                                           |
| after    |                                                           |
| this     |                                                           |
| com      |                                                           |
| municati |                                                           |
| on]{.und |                                                           |
| erline}? |                                                           |
| Examine  |                                                           |
| your     |                                                           |
| answer   |                                                           |
| to see   |                                                           |
| if it    |                                                           |
| includes |                                                           |
| any of   |                                                           |
| these    |                                                           |
| e        |                                                           |
| lements: |                                                           |
|          |                                                           |
| -   C    |                                                           |
| onfusion |                                                           |
|          |                                                           |
| -        |                                                           |
| Mistrust |                                                           |
|          |                                                           |
| -        |                                                           |
| Distance |                                                           |
|          |                                                           |
| -   Di   |                                                           |
| srespect |                                                           |
|          |                                                           |
| No       |                                                           |
| answer   |                                                           |
| is       |                                                           |
| in       |                                                           |
| correct. |                                                           |
+----------+-----------------------------------------------------------+

+----------+-----------------------------------------------------------+
| ![]      | -   It is especially troubling when people send mixed     |
| (media/i |     messages.                                             |
| mage11.w |                                                           |
| mf){widt | -   Listeners instinctively react with mistrust and       |
| h="0.840 |     caution.                                              |
| 27777777 |                                                           |
| 77778in" | -   When words and actions are not in sync, the nonverbal |
| height=  |     cues contradict or supersede verbal messages.         |
| "0.37430 |                                                           |
| 55555555 | -   Conflicting words and nonverbal messages can indicate |
| 5556in"} |     that the speaker:                                     |
|          |                                                           |
|          | ```{=html}                                                |
|          | <!-- -->                                                  |
|          | ```                                                       |
|          | -   Is experiencing conflict.                             |
|          |                                                           |
|          | -   Is not sincere.                                       |
|          |                                                           |
|          | -   Is not committed to the message.                      |
+----------+-----------------------------------------------------------+
|          | # Non                                                     |
|          | verbal cues can have an impact equal to or stronger than  |
|          | the words that are spoken. When the speaker's body langua |
|          | ge is in sync with the verbal message, the message is rei |
|          | nforced. Listeners are more likely to respond to this ext |
|          | ra persuasion with increased respect, harmony, or trust.  |
|          |                                                           |
|          | #                                                         |
|          |                                                           |
|          | # But mismatched body language can actually block communi |
|          | cation and breed resentment and distrust. In fact, when t |
|          | here is a conflict between verbal and nonverbal messages, |
|          |  people are more likely to believe the nonverbal message. |
+----------+-----------------------------------------------------------+

+----------+-----+-----------------+----------------+-----------------+
| ![       | #   |                 |                |                 |
| ](media/ |  Ac |                 |                |                 |
| image3.w | tiv |                 |                |                 |
| mf){widt | ity |                 |                |                 |
| h="0.479 | : N |                 |                |                 |
| 86111111 | onv |                 |                |                 |
| 11111in" | erb |                 |                |                 |
| height   | al  |                 |                |                 |
| ="0.3611 | Beh |                 |                |                 |
| 11111111 | avi |                 |                |                 |
| 1111in"} | ors |                 |                |                 |
+----------+-----+-----------------+----------------+-----------------+
|          | *   |                 |                |                 |
|          | Rev |                 |                |                 |
|          | iew |                 |                |                 |
|          | the |                 |                |                 |
|          | non |                 |                |                 |
|          | ver |                 |                |                 |
|          | bal |                 |                |                 |
|          | beh |                 |                |                 |
|          | avi |                 |                |                 |
|          | ors |                 |                |                 |
|          | lis |                 |                |                 |
|          | ted |                 |                |                 |
|          | be  |                 |                |                 |
|          | low |                 |                |                 |
|          | and |                 |                |                 |
|          | jot |                 |                |                 |
|          | d   |                 |                |                 |
|          | own |                 |                |                 |
|          | how |                 |                |                 |
|          | the |                 |                |                 |
|          | beh |                 |                |                 |
|          | avi |                 |                |                 |
|          | ors |                 |                |                 |
|          | mi  |                 |                |                 |
|          | ght |                 |                |                 |
|          | be  |                 |                |                 |
|          | e   |                 |                |                 |
|          | vid |                 |                |                 |
|          | ent |                 |                |                 |
|          | in  |                 |                |                 |
|          | e   |                 |                |                 |
|          | ach |                 |                |                 |
|          | of  |                 |                |                 |
|          | the |                 |                |                 |
|          | s   |                 |                |                 |
|          | itu |                 |                |                 |
|          | ati |                 |                |                 |
|          | ons |                 |                |                 |
|          | de  |                 |                |                 |
|          | scr |                 |                |                 |
|          | ibe |                 |                |                 |
|          | d.* |                 |                |                 |
+----------+-----+-----------------+----------------+-----------------+
| #        |     | **Emergency     | **Fire Chief   | **American Red  |
|          |     | Planner Makes   | Gives TV       | Cross Manager   |
|          |     | Presentation to | Interview at   | Thanks Office   |
|          |     | Civic           | Site of        | Staff (2) for   |
|          |     | Association**   | Explosion**    | Efforts**       |
+----------+-----+-----------------+----------------+-----------------+
| Vocal    |     |                 |                |                 |
| in       |     |                 |                |                 |
| tonation |     |                 |                |                 |
|          |     |                 |                |                 |
| \-       |     |                 |                |                 |
| *Volume* |     |                 |                |                 |
|          |     |                 |                |                 |
| *-Speed* |     |                 |                |                 |
|          |     |                 |                |                 |
| *-       |     |                 |                |                 |
| Clarity* |     |                 |                |                 |
|          |     |                 |                |                 |
| *-Inf    |     |                 |                |                 |
| lection* |     |                 |                |                 |
+----------+-----+-----------------+----------------+-----------------+
| Style of |     |                 |                |                 |
| dress    |     |                 |                |                 |
+----------+-----+-----------------+----------------+-----------------+
| Personal |     |                 |                |                 |
| effects  |     |                 |                |                 |
|          |     |                 |                |                 |
| *-Ha     |     |                 |                |                 |
| irstyle* |     |                 |                |                 |
|          |     |                 |                |                 |
| *-C      |     |                 |                |                 |
| lothing* |     |                 |                |                 |
|          |     |                 |                |                 |
| *-       |     |                 |                |                 |
| Jewelry* |     |                 |                |                 |
+----------+-----+-----------------+----------------+-----------------+
| Silence  |     |                 |                |                 |
+----------+-----+-----------------+----------------+-----------------+
| Body     |     |                 |                |                 |
| language |     |                 |                |                 |
|          |     |                 |                |                 |
| *-       |     |                 |                |                 |
| Posture* |     |                 |                |                 |
|          |     |                 |                |                 |
| *-Eye    |     |                 |                |                 |
| m        |     |                 |                |                 |
| ovement* |     |                 |                |                 |
|          |     |                 |                |                 |
| *-Body   |     |                 |                |                 |
| p        |     |                 |                |                 |
| osition* |     |                 |                |                 |
|          |     |                 |                |                 |
| *-Fi     |     |                 |                |                 |
| dgeting* |     |                 |                |                 |
|          |     |                 |                |                 |
| *-Exp    |     |                 |                |                 |
| ression* |     |                 |                |                 |
+----------+-----+-----------------+----------------+-----------------+
| Gestures |     |                 |                |                 |
+----------+-----+-----------------+----------------+-----------------+

+----------+----+---------------+---------------+--------------------+
| ![](med  | #  |               |               |                    |
| ia/image |  A |               |               |                    |
| 7.wmf){w | ct |               |               |                    |
| idth="0. | iv |               |               |                    |
| 90625in" | it |               |               |                    |
| height=  | y: |               |               |                    |
| "0.30416 |  N |               |               |                    |
| 66666666 | on |               |               |                    |
| 6664in"} | ve |               |               |                    |
|          | rb |               |               |                    |
|          | al |               |               |                    |
|          |  B |               |               |                    |
|          | eh |               |               |                    |
|          | av |               |               |                    |
|          | io |               |               |                    |
|          | rs |               |               |                    |
|          |  ( |               |               |                    |
|          | Co |               |               |                    |
|          | nt |               |               |                    |
|          | in |               |               |                    |
|          | ue |               |               |                    |
|          | d) |               |               |                    |
+----------+----+---------------+---------------+--------------------+
|          | *C |               |               |                    |
|          | om |               |               |                    |
|          | pa |               |               |                    |
|          | re |               |               |                    |
|          | yo |               |               |                    |
|          | ur |               |               |                    |
|          | i  |               |               |                    |
|          | de |               |               |                    |
|          | as |               |               |                    |
|          | a  |               |               |                    |
|          | bo |               |               |                    |
|          | ut |               |               |                    |
|          | h  |               |               |                    |
|          | ow |               |               |                    |
|          | n  |               |               |                    |
|          | on |               |               |                    |
|          | ve |               |               |                    |
|          | rb |               |               |                    |
|          | al |               |               |                    |
|          | be |               |               |                    |
|          | ha |               |               |                    |
|          | vi |               |               |                    |
|          | or |               |               |                    |
|          | w  |               |               |                    |
|          | ou |               |               |                    |
|          | ld |               |               |                    |
|          | be |               |               |                    |
|          | e  |               |               |                    |
|          | xp |               |               |                    |
|          | re |               |               |                    |
|          | ss |               |               |                    |
|          | ed |               |               |                    |
|          | to |               |               |                    |
|          | t  |               |               |                    |
|          | he |               |               |                    |
|          | sa |               |               |                    |
|          | mp |               |               |                    |
|          | le |               |               |                    |
|          | r  |               |               |                    |
|          | es |               |               |                    |
|          | po |               |               |                    |
|          | ns |               |               |                    |
|          | es |               |               |                    |
|          | b  |               |               |                    |
|          | el |               |               |                    |
|          | ow |               |               |                    |
|          | .* |               |               |                    |
+----------+----+---------------+---------------+--------------------+
|          |    | **Emergency   | **Fire Chief  | **American Red     |
|          |    | Planner Makes | Gives TV      | Cross Coordinator  |
|          |    | Presentation  | Interview at  | Thanks Office      |
|          |    | to Civic      | Site of       | Staff (2) for      |
|          |    | Association** | Explosion**   | Efforts**          |
+----------+----+---------------+---------------+--------------------+
| Vocal    |    | Clear,        | Moderate      | Fast speed,        |
| in       |    | energetic     | volume,       | somewhat high      |
| tonation |    | voice,        | slower speed, | volume, irregular  |
|          |    | dynamic       | authoritative | inflection, warmth |
+----------+----+---------------+---------------+--------------------+
| Style of |    | Business      | Uniform       | Agency T-shirt and |
| dress    |    | attire        |               | slacks             |
+----------+----+---------------+---------------+--------------------+
| Personal |    | Hair should   | Appropriate   | Hair should be     |
| effects  |    | be neat.      | to the        | neat. Clothes      |
|          |    | Clothes       | serious       | should be good     |
| *-Ha     |    | should be     | nature of the | quality. Avoid     |
| irstyle* |    | good quality. | emergency.    | extreme clothing   |
|          |    | Avoid extreme |               | or too much        |
| *-C      |    | clothing or   |               | jewelry.           |
| lothing* |    | too much      |               |                    |
|          |    | jewelry.      |               |                    |
| *-       |    |               |               |                    |
| Jewelry* |    |               |               |                    |
+----------+----+---------------+---------------+--------------------+
| Silence  |    | Use brief     | Use silence   | Turn off the       |
|          |    | silences in   | between       | office radio to    |
|          |    | asking a      | interview     | spotlight the      |
|          |    | sequence of   | questions. Do | importance of the  |
|          |    | questions     | not talk to   | message.           |
|          |    | aloud.        | fill lulls.   |                    |
+----------+----+---------------+---------------+--------------------+
| ######   |    | Standing      | Chief should  | Coordinator should |
| ## Body  |    | straight, but | stand still,  | lean toward staff, |
| language |    | relaxed,      | keep head     | maintain good eye  |
|          |    | making        | high, and     | contact, have      |
| *-       |    | contact with  | face the      | animated facial    |
| Posture* |    | people in     | interviewer.  | expressions,       |
|          |    | various parts |               | modulate voice,    |
| *-Eye    |    | of the room,  |               | smile, and hold    |
| m        |    | leaning       |               | arms and hands     |
| ovement* |    | slightly      |               | relaxed away from  |
|          |    | forward with  |               | body.              |
| *-Body   |    | expressive    |               |                    |
| p        |    | face.         |               |                    |
| osition* |    |               |               |                    |
|          |    |               |               |                    |
| *-Fi     |    |               |               |                    |
| dgeting* |    |               |               |                    |
|          |    |               |               |                    |
| *-Exp    |    |               |               |                    |
| ression* |    |               |               |                    |
+----------+----+---------------+---------------+--------------------+
| Gestures |    | Use natural   | Minimize      | Touch staff on arm |
|          |    | hand          | gestures and  | or hand.           |
|          |    | gestures.     | fidgeting on  |                    |
|          |    |               | camera.       |                    |
+----------+----+---------------+---------------+--------------------+

  ---------------------------------------------------- -----------------------------------------------------------
  ![](media/image5.wmf){width="0.6590277777777778in"   Read the nonverbal cues that your audience sends while you
  height="0.48125in"}                                  make a presentation. Use them as immediate, personal
                                                       feedback for reflecting on your success or lack of
                                                       communication. Then, adjust your delivery in response to
                                                       the audience's level of understanding and interest.

  ---------------------------------------------------- -----------------------------------------------------------

+----------+-----------------------------------------------------------+
|          | # Cross-Cultural Meanings of Nonverbals                   |
+----------+-----------------------------------------------------------+
| ![]      | Nonverbal language can have meaning that is               |
| (media/i | culture-specific. An example of a nonverbal behavior that |
| mage10.w | has different meanings among different cultures is eye    |
| mf){widt | contact. In the United States, maintaining strong eye     |
| h="0.829 | contact indicates that the listener is attentive and      |
| 86111111 | interested in the message. In some Asian cultures,        |
| 11112in" | looking directly into a speaker's eyes indicates          |
| height   | disrespect, while lowering the eyes indicates polite      |
| ="0.4652 | manners. In the animal world, direct eye contact is a     |
| 77777777 | challenge or form of aggression, while averted eyes mean  |
| 7778in"} | submission or harmlessness.                               |
|          |                                                           |
|          | Touching someone while speaking is known as "haptics."    |
|          | When, where, and how often we touch each other has        |
|          | cultural significance. Americans tend to touch each other |
|          | less than members of many other cultures.                 |
|          |                                                           |
|          | We need to be especially sensitive to cultural            |
|          | differences regarding haptics. For example, a disaster    |
|          | relief worker in Louisiana successfully calms an elderly, |
|          | female hurricane victim by patting her on the shoulder as |
|          | they talk. The same worker uses the identical tactic on a |
|          | male Hawaiian disaster victim and is told she will be     |
|          | "very sorry if you put your hands on me again."           |
|          |                                                           |
|          | "Chronemics" is the timing of verbal exchanges---the      |
|          | pause between the conclusion of one person speaking and   |
|          | the other replying. For some, a long wait before a reply  |
|          | indicates lack of attention. However, in some cultures, a |
|          | pause before replying indicates a polite and considered   |
|          | response.                                                 |
+----------+-----------------------------------------------------------+
|          | Personal space is another aspect of nonverbal             |
|          | communication that is culturally specific. Within each    |
|          | culture, there are expected personal distances for        |
|          | different types of relationships. Nonverbal communication |
|          | can be confusing when these comfort zones are violated.   |
|          |                                                           |
|          | Studies indicate that Americans prefer these proximities: |
|          |                                                           |
|          | -   Personal distance -- 1.5 to 4 feet. This is the       |
|          |     distance typically found between friends and          |
|          |     intimates.                                            |
|          |                                                           |
|          | -   Social distance -- 4 to 12 feet. This is the usual    |
|          |     distance for social and business transactions.        |
|          |                                                           |
|          | -   Public distance -- 12 feet or more. This distance is  |
|          |     generally preferred among strangers in public.        |
+----------+-----------------------------------------------------------+

+----------+-----------------------------------------------------------+
|          | # Cross-Cultural Meanings of Nonverbals (Continued)       |
+----------+-----------------------------------------------------------+
|          | Below are examples of some typical nonverbal clusters and |
|          | their meanings in the United States:                      |
|          |                                                           |
|          | -   Boredom                                               |
|          |                                                           |
|          | ```{=html}                                                |
|          | <!-- -->                                                  |
|          | ```                                                       |
|          | -   slouching in seat                                     |
|          |                                                           |
|          | -   yawning                                               |
|          |                                                           |
|          | -   staring out window                                    |
|          |                                                           |
|          | -   no eye contact                                        |
|          |                                                           |
|          | -   neutral expression                                    |
|          |                                                           |
|          | -   fidgeting                                             |
|          |                                                           |
|          | -   closed posture                                        |
|          |                                                           |
|          | -   drifting attention                                    |
|          |                                                           |
|          | -   slow to respond                                       |
|          |                                                           |
|          | -   neutral or "slurred" speech                           |
|          |                                                           |
|          | ```{=html}                                                |
|          | <!-- -->                                                  |
|          | ```                                                       |
|          | -   Frustration                                           |
|          |                                                           |
|          | ```{=html}                                                |
|          | <!-- -->                                                  |
|          | ```                                                       |
|          | -   rubbing forehead with hand                            |
|          |                                                           |
|          | -   tense, worried expression                             |
|          |                                                           |
|          | -   throwing hands up in the air                          |
+----------+-----------------------------------------------------------+
|          | -   Agreement or Enthusiasm                               |
|          |                                                           |
|          | ```{=html}                                                |
|          | <!-- -->                                                  |
|          | ```                                                       |
|          | -   leaning towards speaker                               |
|          |                                                           |
|          | -   making eye contact                                    |
|          |                                                           |
|          | -   touching speaker's arm or hand                        |
|          |                                                           |
|          | -   nodding head                                          |
|          |                                                           |
|          | -   relaxed, open posture                                 |
|          |                                                           |
|          | -   smiling or laughing                                   |
|          |                                                           |
|          | -   faster speech                                         |
|          |                                                           |
|          | -   higher pitch                                          |
|          |                                                           |
|          | ```{=html}                                                |
|          | <!-- -->                                                  |
|          | ```                                                       |
|          | -   Disagreement or Confusion                             |
|          |                                                           |
|          | ```{=html}                                                |
|          | <!-- -->                                                  |
|          | ```                                                       |
|          | -   Frowning                                              |
|          |                                                           |
|          | -   shaking head                                          |
|          |                                                           |
|          | -   leaning back or away                                  |
|          |                                                           |
|          | -   pursing lips                                          |
|          |                                                           |
|          | -   tightened jaw and closed posture                      |
|          |                                                           |
|          | -   staring elsewhere                                     |
|          |                                                           |
|          | -   shallow, rapid breathing                              |
|          |                                                           |
|          | -   limited facial expression and hand gestures           |
|          |                                                           |
|          | -   slower speech                                         |
|          |                                                           |
|          | -   lower pitch                                           |
+----------+-----------------------------------------------------------+

+----------+-----------------------------------------------------------+
|          | # Cross-Cultural Meanings of Nonverbals (Continued)       |
+----------+-----------------------------------------------------------+
|          | -   Evaluation                                            |
|          |                                                           |
|          | ```{=html}                                                |
|          | <!-- -->                                                  |
|          | ```                                                       |
|          | -   chewing on eyeglass frames                            |
|          |                                                           |
|          | -   wearing a thoughtful, intense expression              |
|          |                                                           |
|          | Nonverbal cues are summarized in Job Aid 6.2 on the       |
|          | following page. This job aid is also included in Appendix |
|          | A.                                                        |
+----------+-----------------------------------------------------------+

# Job Aid 6.2

# Nonverbal Cues

SPEAKER'S NONVERBAL CUES

Your nonverbal language reflects your attitudes, emotions, state of
mind, and related messages. Nonverbal cues include:

+-----------------------------------+-----------------------------------+
| -   Vocal intonation:             | -   Body language:                |
|                                   |                                   |
| ```{=html}                        | ```{=html}                        |
| <!-- -->                          | <!-- -->                          |
| ```                               | ```                               |
| -   Pitch, tone, inflection,      | -   Posture, body position        |
|     volume                        |                                   |
|                                   | -   Head movements                |
| -   Rhythm, timing                |                                   |
|                                   | -   Eye movement, eye contact     |
| ```{=html}                        |                                   |
| <!-- -->                          | -   Facial expressions            |
| ```                               |                                   |
| -   Silence                       | -   Fidgeting, yawning            |
|                                   |                                   |
| -   Personal space                | -   Touching                      |
|                                   |                                   |
| -   Styles of dress:              |                                   |
|                                   |                                   |
| ```{=html}                        |                                   |
| <!-- -->                          |                                   |
| ```                               |                                   |
| -   Uniform (conveys authority,   |                                   |
|     power)                        |                                   |
|                                   |                                   |
| -   Casual vs. dressy             |                                   |
+-----------------------------------+-----------------------------------+

LISTENER'S NONVERBAL CUES

+------------------------------+---------------------------------------+
| **Indicators of . . .**      |                                       |
+------------------------------+---------------------------------------+
| **Boredom**                  | -   Slouching in one's seat           |
|                              |                                       |
|                              | -   Yawning                           |
|                              |                                       |
|                              | -   Staring out the window            |
|                              |                                       |
|                              | -   Lack of eye contact               |
|                              |                                       |
|                              | -   Neutral expression                |
|                              |                                       |
|                              | -   Fidgeting                         |
|                              |                                       |
|                              | -   Closed posture                    |
|                              |                                       |
|                              | -   Drifting attention                |
|                              |                                       |
|                              | -   Slowness to respond               |
|                              |                                       |
|                              | -   Neutral or "slurred" speech       |
+------------------------------+---------------------------------------+
| **Frustration**              | -   Rubbing forehead with hand        |
|                              |                                       |
|                              | -   Tense, worried expression         |
|                              |                                       |
|                              | -   Throwing hands up in the air      |
+------------------------------+---------------------------------------+
| **Agreement,\                | -   Leaning toward the speaker        |
| Enthusiasm**                 |                                       |
|                              | -   Making eye contact                |
|                              |                                       |
|                              | -   Touching the speaker's arm or     |
|                              |     hand                              |
|                              |                                       |
|                              | -   Nodding head                      |
|                              |                                       |
|                              | -   Relaxed, open posture             |
|                              |                                       |
|                              | -   Smiling or laughing               |
|                              |                                       |
|                              | -   Faster speech                     |
|                              |                                       |
|                              | -   Higher pitch                      |
+------------------------------+---------------------------------------+
| **Disagreement,\             | -   Frowning                          |
| Confusion**                  |                                       |
|                              | -   Shaking head                      |
|                              |                                       |
|                              | -   Leaning back or away              |
|                              |                                       |
|                              | -   Pursing lips                      |
|                              |                                       |
|                              | -   Tightened jaw and closed posture  |
|                              |                                       |
|                              | -   Staring elsewhere                 |
|                              |                                       |
|                              | -   Shallow, rapid breathing          |
|                              |                                       |
|                              | -   Limited facial expression and     |
|                              |     hand gestures                     |
|                              |                                       |
|                              | -   Slower speech                     |
|                              |                                       |
|                              | -   Lower pitch                       |
+------------------------------+---------------------------------------+
| ######### Evaluation         | -   Chewing on eyeglass frames        |
|                              |                                       |
|                              | -   Wearing a thoughtful, intense     |
|                              |     expression                        |
+------------------------------+---------------------------------------+

+----------+-----------------------------------------------------------+
|          | # Humor                                                   |
+----------+-----------------------------------------------------------+
|          | # Using humor in                                          |
|          | speeches is a long-standing tradition. You can probably r |
|          | emember many times when you heard a speaker open a presen |
|          | tation with a joke. Most likely, you smiled at the jokes, |
|          |  settled in to listen to the messages and cannot remember |
|          |  any of the jokes that were told. However, if you can, it |
|          |  is probable that the joke offended you in some way. Why? |
|          |                                                           |
|          | When you hear humor successfully integrated into a        |
|          | presentation, it can enhance your reception to the        |
|          | speaker and message. You are relaxed by amusement and     |
|          | open to listening. Hence, the successful use of humor     |
|          | lies in eliciting a smile from the audience with a joke   |
|          | that is unlikely to offend.                               |
+----------+-----------------------------------------------------------+
|          | # Humor used wisely may:                                  |
|          |                                                           |
|          | -   Establish commonality.                                |
|          |                                                           |
|          | -   Increase trust.                                       |
|          |                                                           |
|          | # Reduce anxiety.                                         |
|          |                                                           |
|          | -   Provide relief.                                       |
|          |                                                           |
|          | -   Pace the delivery of complicated information.         |
+----------+-----------------------------------------------------------+

+----------+-----------------------------------------------------------+
|          | # Effects of Failed Humor                                 |
+----------+-----------------------------------------------------------+
| ![]      | When humor misses its mark, it can forge a terribly       |
| (media/i | memorable link between you, your message, and personal    |
| mage10.w | offense.                                                  |
| mf){widt |                                                           |
| h="0.829 | # Consider the                                            |
| 86111111 | childhood joke below, told by a young boy, and heard very |
| 11112in" |  differently by three adults: Jane, Charlie, and Natasha. |
| height   |                                                           |
| ="0.4652 |                                                           |
| 77777777 |                                                           |
| 7778in"} |                                                           |
+----------+-----------------------------------------------------------+
|          | ***Knock, knock.***                                       |
|          |                                                           |
|          | ***Who's there?***                                        |
|          |                                                           |
|          | ***Ivan.***                                               |
|          |                                                           |
|          | ***Ivan who?***                                           |
|          |                                                           |
|          | ***Ivant to suck your blood (delivered with vampire body  |
|          | language).***                                             |
|          |                                                           |
|          | Jane has two 6-year-old sons. This joke makes her groan   |
|          | with fond recognition. She tousles the child's hair.      |
|          |                                                           |
|          | Charlie smiles at the child, but as a vegetarian he finds |
|          | the joke a little uncomfortable and he finds a reason to  |
|          | move away from the child.                                 |
|          |                                                           |
|          | Natasha, a recent immigrant from the Ukraine, feels hurt  |
|          | by what she perceives to be a joke at her expense. She    |
|          | patiently explains to the child that it is rude to make   |
|          | fun of her accented English.                              |
|          |                                                           |
|          | Using humor is risky because what we may and may not find |
|          | humorous is extremely personal. Our sense of what is      |
|          | funny reflects our culture, values, life experience,      |
|          | fears, and imagination. Remember that when you tell a     |
|          | joke, no two people hear it exactly the same way.         |
|          |                                                           |
|          | If humor is so risky, why use it? Because when you can    |
|          | make someone smile or laugh, you make a powerful          |
|          | connection.                                               |
+----------+-----------------------------------------------------------+

+----------+-----------------------------------------------------------+
| ![       | # Activity: Body Language                                 |
| ](media/ |                                                           |
| image3.w |                                                           |
| mf){widt |                                                           |
| h="0.479 |                                                           |
| 86111111 |                                                           |
| 11111in" |                                                           |
| height   |                                                           |
| ="0.3611 |                                                           |
| 11111111 |                                                           |
| 1111in"} |                                                           |
+----------+-----------------------------------------------------------+
|          | *Analyze your body language and identify the messages     |
|          | that you typically communicate to others when you are     |
|          | speaking. What do you project as a listener?*             |
+----------+-----------------------------------------------------------+
| ![       | # Activity: Public Speaking                               |
| ](media/ |                                                           |
| image3.w |                                                           |
| mf){widt |                                                           |
| h="0.479 |                                                           |
| 86111111 |                                                           |
| 11111in" |                                                           |
| height   |                                                           |
| ="0.3611 |                                                           |
| 11111111 |                                                           |
| 1111in"} |                                                           |
+----------+-----------------------------------------------------------+
|          | *Analyze how you feel when speaking publicly and how your |
|          | feelings may show. Refer to earlier sections in this unit |
|          | to help you evaluate your nonverbal language.*            |
+----------+-----------------------------------------------------------+
|          | # Summary and Transition                                  |
+----------+-----------------------------------------------------------+
|          | Upon completion of this unit, you should feel confident   |
|          | about your verbal communication ability in a wide variety |
|          | of situations. In the next unit, you will apply that      |
|          | ability to the development of a presentation. But, before |
|          | you continue to the next unit, take a few minutes to      |
|          | assess your understanding of Unit Six by taking the       |
|          | Knowledge Check on the next page.                         |
+----------+-----------------------------------------------------------+
| ![       | # For More Information                                    |
| ](media/ |                                                           |
| image8.w | Communication tips:                                       |
| mf){widt | [www.csus.edu/ind                                         |
| h="0.809 | iv/k/kiddv/coptalk/pages/comtips/comtips.htm](http://www. |
| 72222222 | csus.edu/indiv/k/kiddv/coptalk/pages/comtips/comtips.htm) |
| 22222in" |                                                           |
| height   |                                                           |
| ="0.3368 |                                                           |
| 05555555 |                                                           |
| 5556in"} |                                                           |
+----------+-----------------------------------------------------------+

+----------+-----------------------------------------------------------+
| ![       | # Knowledge Check                                         |
| ](media/ |                                                           |
| image6.w |                                                           |
| mf){widt |                                                           |
| h="0.719 |                                                           |
| 44444444 |                                                           |
| 44444in" |                                                           |
| height=  |                                                           |
| "0.38958 |                                                           |
| 33333333 |                                                           |
| 3334in"} |                                                           |
+----------+-----------------------------------------------------------+
| *C       |                                                           |
| arefully |                                                           |
| read     |                                                           |
| each     |                                                           |
| question |                                                           |
| and all  |                                                           |
| of the   |                                                           |
| possible |                                                           |
| answers  |                                                           |
| before   |                                                           |
| s        |                                                           |
| electing |                                                           |
| the most |                                                           |
| app      |                                                           |
| ropriate |                                                           |
| response |                                                           |
| for each |                                                           |
| test     |                                                           |
| item.    |                                                           |
| Circle   |                                                           |
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| corre    |                                                           |
| sponding |                                                           |
| to the   |                                                           |
| answer   |                                                           |
| that you |                                                           |
| have*    |                                                           |
| *        |                                                           |
| chosen.* |                                                           |
| *        |                                                           |
| Complete |                                                           |
| all of   |                                                           |
| the      |                                                           |
| q        |                                                           |
| uestions |                                                           |
| without  |                                                           |
| looking  |                                                           |
| at the   |                                                           |
| course   |                                                           |
| ma       |                                                           |
| terial.* |                                                           |
+----------+-----------------------------------------------------------+
| 1        |                                                           |
| .  Which |                                                           |
|     s    |                                                           |
| tatement |                                                           |
|     is   |                                                           |
|          |                                                           |
|    true? |                                                           |
|          |                                                           |
| ``       |                                                           |
| `{=html} |                                                           |
| <!-- --> |                                                           |
| ```      |                                                           |
| a.       |                                                           |
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|     and  |                                                           |
|     n    |                                                           |
| onverbal |                                                           |
|          |                                                           |
|   commun |                                                           |
| ications |                                                           |
|          |                                                           |
|   always |                                                           |
|          |                                                           |
|   match. |                                                           |
|          |                                                           |
| b.  When |                                                           |
|          |                                                           |
|   verbal |                                                           |
|     and  |                                                           |
|     n    |                                                           |
| onverbal |                                                           |
|          |                                                           |
| messages |                                                           |
|     c    |                                                           |
| onflict, |                                                           |
|          |                                                           |
|    words |                                                           |
|     are  |                                                           |
|     more |                                                           |
|     pe   |                                                           |
| rsuasive |                                                           |
|     than |                                                           |
|     n    |                                                           |
| onverbal |                                                           |
|          |                                                           |
|    cues. |                                                           |
|          |                                                           |
| c.  N    |                                                           |
| onverbal |                                                           |
|     cues |                                                           |
|     are  |                                                           |
|     a    |                                                           |
| utomatic |                                                           |
|          |                                                           |
|   echoes |                                                           |
|     of   |                                                           |
|          |                                                           |
|   spoken |                                                           |
|     m    |                                                           |
| essages. |                                                           |
|          |                                                           |
| d.  N    |                                                           |
| onverbal |                                                           |
|     cues |                                                           |
|          |                                                           |
| transmit |                                                           |
|     65%  |                                                           |
|     of   |                                                           |
|     the  |                                                           |
|          |                                                           |
|  meaning |                                                           |
|     of   |                                                           |
|     our  |                                                           |
|          |                                                           |
|   commun |                                                           |
| ication. |                                                           |
|          |                                                           |
| ``       |                                                           |
| `{=html} |                                                           |
| <!-- --> |                                                           |
| ```      |                                                           |
| 2        |                                                           |
| .  Which |                                                           |
|     of   |                                                           |
|     the  |                                                           |
|     f    |                                                           |
| ollowing |                                                           |
|     meas |                                                           |
| urements |                                                           |
|     is   |                                                           |
|     the  |                                                           |
|     p    |                                                           |
| referred |                                                           |
|          |                                                           |
| distance |                                                           |
|     for  |                                                           |
|          |                                                           |
| personal |                                                           |
|     conv |                                                           |
| ersation |                                                           |
|     in   |                                                           |
|     the  |                                                           |
|          |                                                           |
|   United |                                                           |
|          |                                                           |
|  States? |                                                           |
|          |                                                           |
| ``       |                                                           |
| `{=html} |                                                           |
| <!-- --> |                                                           |
| ```      |                                                           |
| a.  1 to |                                                           |
|     2    |                                                           |
|     feet |                                                           |
|          |                                                           |
| b.  1.5  |                                                           |
|     to 4 |                                                           |
|     feet |                                                           |
|          |                                                           |
| c.  4 to |                                                           |
|     12   |                                                           |
|     feet |                                                           |
|          |                                                           |
| d.  12   |                                                           |
|     feet |                                                           |
|     or   |                                                           |
|     more |                                                           |
|          |                                                           |
| ``       |                                                           |
| `{=html} |                                                           |
| <!-- --> |                                                           |
| ```      |                                                           |
| 3.  F    |                                                           |
| rowning, |                                                           |
|          |                                                           |
|  staring |                                                           |
|     el   |                                                           |
| sewhere, |                                                           |
|     t    |                                                           |
| ightened |                                                           |
|          |                                                           |
| posture, |                                                           |
|     and  |                                                           |
|          |                                                           |
|  leaning |                                                           |
|     away |                                                           |
|     from |                                                           |
|     the  |                                                           |
|          |                                                           |
|  speaker |                                                           |
|     co   |                                                           |
| nstitute |                                                           |
|     a    |                                                           |
|     n    |                                                           |
| onverbal |                                                           |
|          |                                                           |
|  cluster |                                                           |
|     that |                                                           |
|     i    |                                                           |
| ndicates |                                                           |
|     what |                                                           |
|          |                                                           |
|  emotion |                                                           |
|     in   |                                                           |
|     the  |                                                           |
|          |                                                           |
|   United |                                                           |
|          |                                                           |
|  States? |                                                           |
|          |                                                           |
| ``       |                                                           |
| `{=html} |                                                           |
| <!-- --> |                                                           |
| ```      |                                                           |
| a.  Disa |                                                           |
| greement |                                                           |
|          |                                                           |
| b.       |                                                           |
|  Boredom |                                                           |
|          |                                                           |
| c.  Ev   |                                                           |
| aluation |                                                           |
|          |                                                           |
| d        |                                                           |
| .  Under |                                                           |
| standing |                                                           |
|          |                                                           |
| ``       |                                                           |
| `{=html} |                                                           |
| <!-- --> |                                                           |
| ```      |                                                           |
| 4.  If   |                                                           |
|     you  |                                                           |
|     use  |                                                           |
|          |                                                           |
|    humor |                                                           |
|     succ |                                                           |
| essfully |                                                           |
|     in a |                                                           |
|          |                                                           |
|    prese |                                                           |
| ntation, |                                                           |
|     you  |                                                           |
|     may  |                                                           |
|     \_\  |                                                           |
| _\_\_\_\ |                                                           |
| _\_\_\_. |                                                           |
|          |                                                           |
| ``       |                                                           |
| `{=html} |                                                           |
| <!-- --> |                                                           |
| ```      |                                                           |
| a.       |                                                           |
| Increase |                                                           |
|     your |                                                           |
|     au   |                                                           |
| dience's |                                                           |
|          |                                                           |
|   trust. |                                                           |
|          |                                                           |
| b.  Pace |                                                           |
|     your |                                                           |
|     pres |                                                           |
| entation |                                                           |
|     to   |                                                           |
|          |                                                           |
| maximize |                                                           |
|          |                                                           |
|   compre |                                                           |
| hension. |                                                           |
|          |                                                           |
| c.  E    |                                                           |
| stablish |                                                           |
|     com  |                                                           |
| monality |                                                           |
|          |                                                           |
|  between |                                                           |
|     you  |                                                           |
|     and  |                                                           |
|     the  |                                                           |
|     a    |                                                           |
| udience. |                                                           |
|          |                                                           |
| d.  All  |                                                           |
|     of   |                                                           |
|     the  |                                                           |
|          |                                                           |
|   above. |                                                           |
|          |                                                           |
| ``       |                                                           |
| `{=html} |                                                           |
| <!-- --> |                                                           |
| ```      |                                                           |
| 5.  If a |                                                           |
|          |                                                           |
| reporter |                                                           |
|     asks |                                                           |
|     you, |                                                           |
|          |                                                           |
|    "When |                                                           |
|     did  |                                                           |
|     your |                                                           |
|     team |                                                           |
|     stop |                                                           |
|     flo  |                                                           |
| undering |                                                           |
|     and  |                                                           |
|     get  |                                                           |
|          |                                                           |
|  control |                                                           |
|     of   |                                                           |
|     this |                                                           |
|     e    |                                                           |
| mergency |                                                           |
|     re   |                                                           |
| sponse?" |                                                           |
|          |                                                           |
|    which |                                                           |
|     of   |                                                           |
|     the  |                                                           |
|     f    |                                                           |
| ollowing |                                                           |
|     is   |                                                           |
|     your |                                                           |
|     best |                                                           |
|     r    |                                                           |
| esponse? |                                                           |
|          |                                                           |
| ``       |                                                           |
| `{=html} |                                                           |
| <!-- --> |                                                           |
| ```      |                                                           |
| a.  "My  |                                                           |
|     team |                                                           |
|          |                                                           |
|  stopped |                                                           |
|     flo  |                                                           |
| undering |                                                           |
|     and  |                                                           |
|     got  |                                                           |
|          |                                                           |
|  control |                                                           |
|     of   |                                                           |
|     this |                                                           |
|          |                                                           |
| response |                                                           |
|     from |                                                           |
|     the  |                                                           |
|     beg  |                                                           |
| inning." |                                                           |
|          |                                                           |
| b.  "My  |                                                           |
|     team |                                                           |
|     i    |                                                           |
| nitiated |                                                           |
|     a    |                                                           |
|          |                                                           |
| unified, |                                                           |
|     prof |                                                           |
| essional |                                                           |
|          |                                                           |
| response |                                                           |
|     from |                                                           |
|     the  |                                                           |
|          |                                                           |
|  start." |                                                           |
|          |                                                           |
| c.  "Cor |                                                           |
| rection: |                                                           |
|     My   |                                                           |
|     team |                                                           |
|          |                                                           |
|    never |                                                           |
|     fl   |                                                           |
| oundered |                                                           |
|     in   |                                                           |
|     this |                                                           |
|     re   |                                                           |
| sponse." |                                                           |
|          |                                                           |
| d.  "I'm |                                                           |
|     not  |                                                           |
|          |                                                           |
|    going |                                                           |
|     to   |                                                           |
|          |                                                           |
|    honor |                                                           |
|     your |                                                           |
|     pro  |                                                           |
| vocative |                                                           |
|          |                                                           |
| question |                                                           |
|     with |                                                           |
|     a    |                                                           |
|     re   |                                                           |
| sponse." |                                                           |
+----------+-----------------------------------------------------------+

+----------+-----------------------------------------------------------+
| ![](med  | # Knowledge Check (Continued)                             |
| ia/image |                                                           |
| 7.wmf){w |                                                           |
| idth="0. |                                                           |
| 90625in" |                                                           |
| height=  |                                                           |
| "0.30416 |                                                           |
| 66666666 |                                                           |
| 6664in"} |                                                           |
+----------+-----------------------------------------------------------+
|          | 1.  d                                                     |
|          |                                                           |
|          | 2.  b                                                     |
|          |                                                           |
|          | 3.  a                                                     |
|          |                                                           |
|          | 4.  d                                                     |
|          |                                                           |
|          | 5.  b                                                     |
+----------+-----------------------------------------------------------+

  -------------- --------------------------------------------------------
                 

                 **Unit 7: Preparing Oral Presentations**
  -------------- --------------------------------------------------------

+----------+-----------------------------------------------------------+
|          | # Introduction                                            |
+----------+-----------------------------------------------------------+
|          | In the previous unit, you examined verbal and nonverbal   |
|          | aspects of communicating information in person. In this   |
|          | unit, you will build on that knowledge and improve your   |
|          | skills in preparing a successful oral presentation. You   |
|          | will learn about:                                         |
|          |                                                           |
|          | -   Types of presentations.                               |
|          |                                                           |
|          | -   Planning and developing presentations.                |
|          |                                                           |
|          | -   The importance of practice.                           |
+----------+-----------------------------------------------------------+
|          | # Unit 7 Objectives                                       |
+----------+-----------------------------------------------------------+
|          | After completing this unit, you should be able to:        |
|          |                                                           |
|          | -   Identify your own anxiety about public speaking and   |
|          |     take steps to reduce your anxiety.                    |
|          |                                                           |
|          | -   Analyze the needs of the target audiences.            |
|          |                                                           |
|          | -   Determine an appropriate message for your audience.   |
|          |                                                           |
|          | -   Prepare an oral presentation to deliver your message. |
|          |                                                           |
|          | -   Give an oral presentation in a manner that            |
|          |     effectively delivers the message and meets the needs  |
|          |     of the target audiences.                              |
+----------+-----------------------------------------------------------+

+----------+-----------------------------------------------------------+
|          | # Speech Anxiety                                          |
+----------+-----------------------------------------------------------+
|          | Speech anxiety is the single most common social anxiety   |
|          | in the United States. The anxiety can range from simple   |
|          | nervousness to a degree that makes the speaker physically |
|          | ill. However, for most people pre-speech anxiety consists |
|          | of tightness in their chest, dry mouth, and clammy palms. |
|          |                                                           |
|          | Consider how you feel when you learn that you must        |
|          | present a speech, and determine your level of pre-speech  |
|          | anxiety. Is your comfort related to your familiarity with |
|          | the topic, the size of the audience, or the existence of  |
|          | camera equipment? Is it related to your body image or a   |
|          | tendency toward occasional mispronunciations?             |
|          |                                                           |
|          | To analyze how you typically feel when you learn that you |
|          | must present a speech, take a few minutes to complete the |
|          | Speech Anxiety Inventory on the following page.           |
+----------+-----------------------------------------------------------+

# Speech Anxiety Inventory

**Instructions:** Use the following self-inventory to analyze how you
typically feel when you learn you must present a speech.

######## Symptoms 

Before I have to give a speech, I experience:

+-----------------------------------+-----------------------------------+
| -   No symptoms of anxiety        | -   Stomach pain or nausea        |
|                                   |                                   |
| -   Tightness in my chest         | -   Shortness of breath           |
|                                   |                                   |
| -   Dry mouth                     | -   Other                         |
|                                   |     \_\_\_\_\_\_\                 |
| -   Clammy palms                  | _\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ |
+-----------------------------------+-----------------------------------+

######## Level of Anxiety

Rate your level of anxiety on the following scale:

+---------+------------+-----------+-----------+-------------+--------+
|         |            |           |           |             |        |
+---------+------------+-----------+-----------+-------------+--------+
| 0\      | 1          | 2         | 3         | 4           | 5      |
| No      |            |           |           |             |        |
| anxiety | Simple     | R         | Constant\ | O           | Phy    |
|         | n          | ecurring\ | anxiety   | verwhelming | sical\ |
|         | ervousness | worry     |           | fear        | I      |
|         |            |           |           |             | llness |
+---------+------------+-----------+-----------+-------------+--------+

######## Anxiety Triggers

My level of anxiety increases with:

-   Lack of familiarity with the topic.

-   Size of the audience.

-   Use of microphones.

-   Existence of camera equipment.

-   Negative attitude of the audience.

-   Power or seniority of the audience.

-   Expectation that I will have to answer questions "off the cuff."

**Other Sources of Anxiety**

My anxiety relates to:

-   Body image

-   Tendency toward occasional mispronunciations

-   General lack of self-confidence

-   Other \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

+----------+-----------------------------------------------------------+
|          | # Speech Anxiety (Continued)                              |
+----------+-----------------------------------------------------------+
|          | Whatever the source of your speech anxiety, there are     |
|          | many steps that you can take to reduce nervousness and    |
|          | gain control of your presentation. The steps fall into    |
|          | three categories:                                         |
|          |                                                           |
|          | -   Preparation                                           |
|          |                                                           |
|          | ```{=html}                                                |
|          | <!-- -->                                                  |
|          | ```                                                       |
|          | -   Know the audience.                                    |
|          |                                                           |
|          | -   Preview the venue, if possible.                       |
|          |                                                           |
|          | -   Do the research and know the facts.                   |
|          |                                                           |
|          | -   Consider the emotional issues of the message.         |
|          |                                                           |
|          | -   Anticipate the questions that may be asked and        |
|          |     prepare answers.                                      |
|          |                                                           |
|          | ```{=html}                                                |
|          | <!-- -->                                                  |
|          | ```                                                       |
|          | -   Practice                                              |
|          |                                                           |
|          | ```{=html}                                                |
|          | <!-- -->                                                  |
|          | ```                                                       |
|          | -   Present the speech aloud until it is completely       |
|          |     familiar.                                             |
|          |                                                           |
|          | -   Read the speech in front of a mirror and ensure that  |
|          |     body language aids the message.                       |
|          |                                                           |
|          | -   Seize all opportunities to speak aloud to become more |
|          |     comfortable in front of groups (e.g., ask questions   |
|          |     in meetings, join Toastmasters or another             |
|          |     public-speaking group, speak to small friendly        |
|          |     groups, present slides to family or friends, or teach |
|          |     a course).                                            |
+----------+-----------------------------------------------------------+
|          | -   Acceptance                                            |
|          |                                                           |
|          | ```{=html}                                                |
|          | <!-- -->                                                  |
|          | ```                                                       |
|          | -   Accept nervousness as normal.                         |
|          |                                                           |
|          | -   Accept that you may misspeak during the presentation  |
|          |     and plan to correct yourself immediately and          |
|          |     smoothly.                                             |
|          |                                                           |
|          | -   Use relaxation techniques, such as:                   |
|          |                                                           |
|          | ```{=html}                                                |
|          | <!-- -->                                                  |
|          | ```                                                       |
|          | -   Stretching                                            |
|          |                                                           |
|          | -   Muscle tensing and relaxing                           |
|          |                                                           |
|          | -   Deep breathing                                        |
|          |                                                           |
|          | -   Body alignment                                        |
|          |                                                           |
|          | -   Consciously choosing to let go of tension             |
|          |                                                           |
|          | -   Visualizing an effective presentation                 |
|          |                                                           |
|          | Review Job Aid 7.1, Tips to Reduce Fear of Public         |
|          | Speaking, on the following page.                          |
+----------+-----------------------------------------------------------+

# Job Aid 7.1

# Tips to Reduce Fear of Public Speaking

Preparation

-   Know your audience.

-   Preview the venue, if possible.

-   Do your research and know your facts.

-   Consider the emotional issues of your message.

-   Anticipate the questions you may be asked and prepare answers.

Practice

-   Present the speech aloud, to yourself, until it is completely
    familiar.

-   Read the speech in front of a mirror and ensure that your body
    language aids your message.

-   Seize all opportunities to speak aloud so that you become more
    comfortable (e.g., ask questions in meetings, join Toastmasters or
    another public-speaking group, speak to small friendly groups,
    present slides to your family, or teach a course).

Acceptance and Relaxation

-   Accept your nervousness as normal.

-   Accept that you may misspeak during your presentation and plan to
    correct yourself immediately and smoothly.

-   Use relaxation techniques, such as:

```{=html}
<!-- -->
```
-   Stretching.

-   Muscle tensing and relaxing.

-   Deep breathing.

-   Body alignment.

-   Consciously choosing to let go of tension.

-   Visualizing an effective presentation.

+----------+-----------------------------------------------------------+
|          | # What Makes a Good Oral Presentation?                    |
+----------+-----------------------------------------------------------+
|          | Consider a speech that you heard that impressed you and   |
|          | think about what made it strong and effective. Most       |
|          | likely, it exemplified these qualities:                   |
|          |                                                           |
|          | -   It matched the message to the audience.               |
|          |                                                           |
|          | -   It matched the content and delivery to the purpose.   |
|          |                                                           |
|          | -   It was delivered in a clear and engaging manner.      |
|          |                                                           |
|          | Matching the message to the audience begins with          |
|          | analyzing the needs of the audience. After you determine  |
|          | the "who, what, when, where, and why" aspects of a        |
|          | presentation, it is easy to determine the right message   |
|          | and the most effective delivery. If necessary, take a few |
|          | minutes to review Unit Six to refresh your memory on      |
|          | characteristics of an audience.                           |
+----------+-----------------------------------------------------------+
|          | # Types of Presentations                                  |
+----------+-----------------------------------------------------------+
|          | # It is likely                                            |
|          |  that you will make one of two types of presentations---e |
|          | ither informational or motivational. The quickest way to  |
|          | determine which type is appropriate is to ask yourself th |
|          | is question: Are you relaying facts or shaping opinions?  |
|          |                                                           |
|          | Informational presentations:                              |
|          |                                                           |
|          | -   Transmit specific knowledge.                          |
|          |                                                           |
|          | -   Present information directly or through explanation.  |
|          |                                                           |
|          | -   Feature statistics or supporting research.            |
|          |                                                           |
|          | -   Present ideas in logical sequence.                    |
+----------+-----------------------------------------------------------+
|          | Traditionally, informational messages are delivered in    |
|          | this order:                                               |
|          |                                                           |
|          | 1.  Introduce the topic.                                  |
|          |                                                           |
|          | 2.  Provide explanation, directions, or descriptions.     |
|          |                                                           |
|          | 3.  Restate or conclude the topic.                        |
|          |                                                           |
|          | For example, if asked to provide fire evacuation guidance |
|          | to the occupants of a residential complex, you would make |
|          | an informational presentation. The following is an        |
|          | example of how that presentation would be organized using |
|          | the three steps listed above.                             |
|          |                                                           |
|          | #                                                         |
+----------+-----------------------------------------------------------+

+----------+-----------------------------------------------------------+
|          | # Types of Presentations (Continued)                      |
+----------+-----------------------------------------------------------+
|          | 1.  *Introduce* the importance of fire safety awareness.  |
|          |                                                           |
|          | 2.  *Discuss*:                                            |
|          |                                                           |
|          | -   Exit signs and locations                              |
|          |                                                           |
|          | -   The importance of knowing where the closest exit is   |
|          |                                                           |
|          | -   Heeding fire alarms                                   |
|          |                                                           |
|          | -   The location of fire boxes or use of 911 to notify    |
|          |     the fire department                                   |
|          |                                                           |
|          | -   Quick, calm, and orderly evacuation                   |
|          |                                                           |
|          | -   Smoke inhalation and safety techniques                |
|          |                                                           |
|          | -   Caution in opening hot or closed doors                |
|          |                                                           |
|          | -   Caution against elevator use                          |
|          |                                                           |
|          | 3.  *Restate* the importance of pre-identifying exits and |
|          |     being prepared to vacate quickly.                     |
+----------+-----------------------------------------------------------+
|          | Motivational presentations:                               |
|          |                                                           |
|          | -   Create awareness, change attitudes, or garner         |
|          |     support.                                              |
|          |                                                           |
|          | -   Use concrete language to communicate abstract points. |
|          |                                                           |
|          | -   Use vivid and interesting language.                   |
|          |                                                           |
|          | Motivational presentations are delivered in a different   |
|          | manner than informational presentations. Motivational     |
|          | presentations are constructed to:                         |
|          |                                                           |
|          | 1.  Open with an attention-getting introduction.          |
|          |                                                           |
|          | 2.  Create tension or a need for the message in the       |
|          |     audience.                                             |
|          |                                                           |
|          | 3.  Demonstrate that your message can satisfy the need    |
|          |     you identified.                                       |
|          |                                                           |
|          | 4.  Use visualization to magnify the appeal.              |
|          |                                                           |
|          | 5.  Provide the action step that you want the audience to |
|          |     take.                                                 |
+----------+-----------------------------------------------------------+

+----------+-----------------------------------------------------------+
|          | # Types of Presentations (Continued)                      |
+----------+-----------------------------------------------------------+
| ![       | These steps require as much creativity as factual         |
| ](media/ | information. Here are tips that will help you plan a      |
| image5.w | motivational presentation.                                |
| mf){widt |                                                           |
| h="0.659 | -   Use the introduction to establish your credibility by |
| 02777777 |     demonstrating your familiarity with the topic.        |
| 77778in" |                                                           |
| hei      | -   Use a vivid illustration to highlight the importance  |
| ght="0.4 |     of the need or problem to the listeners.              |
| 8125in"} |                                                           |
|          | -   Create a need for your solution or idea and by        |
|          |     highlighting one or two benefits, rather than         |
|          |     providing a laundry list.                             |
|          |                                                           |
|          | -   Show how your specific ideas will resolve the problem |
|          |     or meet the need you've identified.                   |
|          |                                                           |
|          | -   Tell the audience how, when, what, and why it can do  |
|          |     to carry out your proposal.                           |
+----------+-----------------------------------------------------------+
| ![       | # Case Stud                                               |
| ](media/ | y 7.1: Emergency Messages: Informational or Motivational? |
| image9.w |                                                           |
| mf){widt |                                                           |
| h="0.859 |                                                           |
| 02777777 |                                                           |
| 77777in" |                                                           |
| height=  |                                                           |
| "0.25972 |                                                           |
| 22222222 |                                                           |
| 2224in"} |                                                           |
+----------+-----------------------------------------------------------+
|          | *Identify as many messages as you can in the following    |
|          | case study and decide whether they are best presented as  |
|          | informational messages or motivational messages.*         |
+----------+-----------------------------------------------------------+

The main water line that runs through the downtown portion of your city
ruptured and flooded two blocks of small businesses. Electricity was
turned off for 6 hours during the ordeal, and many area streets were
closed to traffic while repairs were made to the water line. Numerous
structures will require extensive cleanup. You have been asked to make
an oral presentation on the status of the cleanup effort.

+----------+-----------------------------------------------------------+
| ![](med  | # Case Study 7.1: Emerg                                   |
| ia/image | ency Messages: Informational or Motivational? (Continued) |
| 7.wmf){w |                                                           |
| idth="0. |                                                           |
| 90625in" |                                                           |
| height=  |                                                           |
| "0.30416 |                                                           |
| 66666666 |                                                           |
| 6664in"} |                                                           |
+----------+-----------------------------------------------------------+
| #        |                                                           |
|          |                                                           |
| # Answe  |                                                           |
| rs to Ca |                                                           |
| se Study |                                                           |
|          |                                                           |
| [        |                                                           |
| Identify |                                                           |
| as many  |                                                           |
| messages |                                                           |
| as you   |                                                           |
| can and  |                                                           |
| decide   |                                                           |
| whether  |                                                           |
| they are |                                                           |
| best     |                                                           |
| p        |                                                           |
| resented |                                                           |
| as       |                                                           |
| infor    |                                                           |
| mational |                                                           |
| messages |                                                           |
| or       |                                                           |
| moti     |                                                           |
| vational |                                                           |
| messag   |                                                           |
| es.]{.un |                                                           |
| derline} |                                                           |
|          |                                                           |
| There    |                                                           |
| are many |                                                           |
| p        |                                                           |
| otential |                                                           |
| messages |                                                           |
| in this  |                                                           |
| si       |                                                           |
| tuation, |                                                           |
| i        |                                                           |
| ncluding |                                                           |
| safety,  |                                                           |
| traffic, |                                                           |
| local    |                                                           |
| economy, |                                                           |
| and      |                                                           |
| in       |                                                           |
| surance. |                                                           |
|          |                                                           |
| Your     |                                                           |
| answers  |                                                           |
| are      |                                                           |
| correct  |                                                           |
| if you   |                                                           |
| ac       |                                                           |
| curately |                                                           |
| made a   |                                                           |
| dis      |                                                           |
| tinction |                                                           |
| between  |                                                           |
| factual  |                                                           |
| and      |                                                           |
| pe       |                                                           |
| rsuasive |                                                           |
| m        |                                                           |
| essages. |                                                           |
|          |                                                           |
| Examples |                                                           |
| of       |                                                           |
| messages |                                                           |
| best     |                                                           |
| p        |                                                           |
| resented |                                                           |
| as       |                                                           |
| infor    |                                                           |
| mational |                                                           |
| include: |                                                           |
|          |                                                           |
| # Te     |                                                           |
| lling th |                                                           |
| e public |                                                           |
|  which b |                                                           |
| usinesse |                                                           |
| s are in |                                                           |
|  operati |                                                           |
| on and w |                                                           |
| hich are |                                                           |
|  closed. |                                                           |
|          |                                                           |
| -        |                                                           |
|  Telling |                                                           |
|     the  |                                                           |
|          |                                                           |
|   public |                                                           |
|          |                                                           |
|    about |                                                           |
|     new  |                                                           |
|          |                                                           |
|  traffic |                                                           |
|          |                                                           |
| patterns |                                                           |
|          |                                                           |
|   during |                                                           |
|          |                                                           |
|  reconst |                                                           |
| ruction. |                                                           |
|          |                                                           |
| -   I    |                                                           |
| nforming |                                                           |
|     the  |                                                           |
|          |                                                           |
|   public |                                                           |
|     of   |                                                           |
|          |                                                           |
|   curfew |                                                           |
|     p    |                                                           |
| olicies. |                                                           |
|          |                                                           |
| -   R    |                                                           |
| eviewing |                                                           |
|          |                                                           |
|    flood |                                                           |
|     mi   |                                                           |
| tigation |                                                           |
|     tec  |                                                           |
| hniques. |                                                           |
|          |                                                           |
| Examples |                                                           |
| of       |                                                           |
| messages |                                                           |
| best     |                                                           |
| p        |                                                           |
| resented |                                                           |
| as       |                                                           |
| moti     |                                                           |
| vational |                                                           |
| include: |                                                           |
|          |                                                           |
| #        |                                                           |
|  Urging  |                                                           |
| resident |                                                           |
| s to sup |                                                           |
| port dow |                                                           |
| ntown me |                                                           |
| rchants  |                                                           |
| during r |                                                           |
| ecovery. |                                                           |
|          |                                                           |
| -        |                                                           |
|   Congra |                                                           |
| tulating |                                                           |
|     e    |                                                           |
| mergency |                                                           |
|     re   |                                                           |
| sponders |                                                           |
|     for  |                                                           |
|          |                                                           |
|    their |                                                           |
|          |                                                           |
|    work. |                                                           |
|          |                                                           |
| -   Enc  |                                                           |
| ouraging |                                                           |
|     r    |                                                           |
| esidents |                                                           |
|     to   |                                                           |
|          |                                                           |
|    learn |                                                           |
|          |                                                           |
|    about |                                                           |
|          |                                                           |
|    flood |                                                           |
|     mi   |                                                           |
| tigation |                                                           |
|     m    |                                                           |
| easures. |                                                           |
|          |                                                           |
| -   Pe   |                                                           |
| rsuading |                                                           |
|     c    |                                                           |
| ommunity |                                                           |
|     o    |                                                           |
| fficials |                                                           |
|     that |                                                           |
|     mi   |                                                           |
| tigation |                                                           |
|     is   |                                                           |
|          |                                                           |
|  cost-ef |                                                           |
| fective. |                                                           |
+----------+-----------------------------------------------------------+
|          | #                                                         |
+----------+-----------------------------------------------------------+
| ![]      | # Most emergencies will require that you                  |
| (media/i | communicate both informational and motivational messages. |
| mage11.w |                                                           |
| mf){widt | -   Notice the verbs that begin the sample messages       |
| h="0.840 |     above. Information is factual, but motivational       |
| 27777777 |     messages are emotional.                               |
| 77778in" |                                                           |
| height=  | -   While the differences in informational and            |
| "0.37430 |     motivational presentations are many, both are based   |
| 55555555 |     in well-researched, logical arguments that lead the   |
| 5556in"} |     listener to the desired conclusion.                   |
|          |                                                           |
|          | Think about a presentation that you will make in the      |
|          | future. Refer to Job Aids 7.2, Preparing an Oral          |
|          | Presentation, and 7.3, Delivering an Oral Presentation on |
|          | the following pages.                                      |
+----------+-----------------------------------------------------------+

# Job Aid 7.2

# Preparing an Oral Presentation

**Plan the Presentation**

-   Determine the occasion and the goal of the presentation.

-   Learn about the audience so that you can tailor your message
    accordingly:

```{=html}
<!-- -->
```
-   Age range

-   Gender ratio

-   Size of the group

-   Common interests

-   Hot issues

```{=html}
<!-- -->
```
-   Investigate the logistics:

```{=html}
<!-- -->
```
-   Room size

-   Available equipment

-   Number of other speakers

```{=html}
<!-- -->
```
-   Be succinct. Plan to speak briefly and clearly.

**Develop the Presentation**

-   Decide the type of speech that is appropriate:

```{=html}
<!-- -->
```
-   Informational

-   Motivational

-   A combination of both types

```{=html}
<!-- -->
```
-   Determine the audience's special needs:

```{=html}
<!-- -->
```
-   Cultural

-   Language

-   Physical characteristics

```{=html}
<!-- -->
```
-   Outline the presentation:

```{=html}
<!-- -->
```
-   Introduce the topic.

-   Clarify your opinion.

-   Identify key messages.

-   Establish a logical sequence.

```{=html}
<!-- -->
```
-   Identify the information or research required to support key points
    from:

```{=html}
<!-- -->
```
-   Colleagues

-   Libraries

-   Files

# Job Aid 7.2

# Preparing an Oral Presentation (Continued)

######## Write the Presentation

######## Introduction

The beginning of the speech establishes your relationship with the
audience and lets them know what to expect. This is the time and place
in which you would:

-   Introduce yourself and establish credibility.

-   Express a single, topic sentence that captures the essence of your
    message.

-   Get your audience's attention through:

```{=html}
<!-- -->
```
-   Relevant humor.

-   Provocative statements.

-   Startling facts.

-   Rhetorical questions.

```{=html}
<!-- -->
```
-   Make your personal stance clear.

####### Discussion

This section should illustrate or prove your viewpoint. Here you should:

-   Present your main points.

```{=html}
<!-- -->
```
-   Use statistics.

-   Provide details.

-   Draw analogies.

```{=html}
<!-- -->
```
-   Stir emotion in the audience.

```{=html}
<!-- -->
```
-   Personalize your message through anecdotes or examples.

-   Let your enthusiasm and sincerity show.

-   Use vivid language.

######## Conclusion

The end of a speech should be as carefully orchestrated as the other
sections. Do not end a speech abruptly. Follow these steps:

-   Tell the audience that you are about to bring your remarks to a
    close.

-   Summarize your main points briefly.

-   Make a parting statement that is memorable.

# Job Aid 7.3

# Delivering an Oral Presentation

######## Develop a Delivery Strategy

-   How do you wish to appear?

-   What tone is appropriate for the subject matter and audience?

-   How can you use body language effectively?

-   Should you anticipate speech anxiety?

-   How long should you speak?

######## Practice

-   Practice repeatedly until you are completely familiar with the
    content. Rehearse the opening of your speech until you have it
    memorized. (This strategy will help you to relax.)

-   Become comfortable with the pronunciation and enunciation of your
    material.

-   Present your speech in front of a mirror with a watch to check your
    pacing and ensure that your message fits the allotted time.

-   Ask an observer to provide feedback to refine your posture, eye
    contact, and gestures.

```{=html}
<!-- -->
```
-   Stand upright and relaxed.

-   Make eye contact with people in various parts of the room.

-   Try to gesture an average of twice in each sentence.

-   Turn your torso to face various parts of the audience.

-   Use volume, pitch, and emphasis to maximize your message.

```{=html}
<!-- -->
```
-   If possible, videotape your practice session. Otherwise, tape record
    yourself.

-   Use pauses for impact before you begin and during speech
    transitions.

+----------+-----------------------------------------------------------+
| ![       | # Ca                                                      |
| ](media/ | se Study 7.2: Protecting Animals During Natural Disasters |
| image9.w |                                                           |
| mf){widt |                                                           |
| h="0.859 |                                                           |
| 02777777 |                                                           |
| 77777in" |                                                           |
| height=  |                                                           |
| "0.25972 |                                                           |
| 22222222 |                                                           |
| 2224in"} |                                                           |
+----------+-----------------------------------------------------------+
|          | *Based on the scenario described below:*                  |
|          |                                                           |
|          | -   *Choose the type of speech that is appropriate for    |
|          |     the scenario.*                                        |
|          |                                                           |
|          | -   *Determine any special needs of the audience.*        |
|          |                                                           |
|          | -   *Identify key points to be covered by the speech.*    |
|          |                                                           |
|          | -   *Identify the information you will need to            |
|          |     substantiate key points.*                             |
|          |                                                           |
|          | -   *Develop a delivery strategy that addresses how to    |
|          |     overcome speech anxiety*.                             |
+----------+-----------------------------------------------------------+
| You are  |                                                           |
| the      |                                                           |
| local    |                                                           |
| e        |                                                           |
| mergency |                                                           |
| manager  |                                                           |
| in a     |                                                           |
| rural,   |                                                           |
| coastal  |                                                           |
| New      |                                                           |
| England  |                                                           |
| town of  |                                                           |
| 9,000.   |                                                           |
| Seasonal |                                                           |
| r        |                                                           |
| esidents |                                                           |
| and      |                                                           |
| tourists |                                                           |
| increase |                                                           |
| the town |                                                           |
| po       |                                                           |
| pulation |                                                           |
| to       |                                                           |
| 23,000   |                                                           |
| during   |                                                           |
| the      |                                                           |
| summer   |                                                           |
| months.  |                                                           |
| Ye       |                                                           |
| ar-round |                                                           |
| r        |                                                           |
| esidents |                                                           |
| have     |                                                           |
| exp      |                                                           |
| erienced |                                                           |
| serious  |                                                           |
| h        |                                                           |
| urricane |                                                           |
| damage   |                                                           |
| in the   |                                                           |
| past and |                                                           |
| are      |                                                           |
| strongly |                                                           |
| aware of |                                                           |
| their    |                                                           |
| vu       |                                                           |
| lnerable |                                                           |
| p        |                                                           |
| eninsula |                                                           |
| l        |                                                           |
| ocation. |                                                           |
| There is |                                                           |
| only one |                                                           |
| f        |                                                           |
| our-lane |                                                           |
| road     |                                                           |
| that     |                                                           |
| leads    |                                                           |
| west off |                                                           |
| the      |                                                           |
| pe       |                                                           |
| ninsula. |                                                           |
|          |                                                           |
| There is |                                                           |
| no       |                                                           |
| c        |                                                           |
| omponent |                                                           |
| in the   |                                                           |
| com      |                                                           |
| munity's |                                                           |
| e        |                                                           |
| mergency |                                                           |
| response |                                                           |
| plan     |                                                           |
| that     |                                                           |
| a        |                                                           |
| ddresses |                                                           |
| l        |                                                           |
| ivestock |                                                           |
| or       |                                                           |
| c        |                                                           |
| ompanion |                                                           |
| animals. |                                                           |
| Since    |                                                           |
| the last |                                                           |
| serious  |                                                           |
| h        |                                                           |
| urricane |                                                           |
| hit this |                                                           |
| co       |                                                           |
| mmunity, |                                                           |
| there    |                                                           |
| has been |                                                           |
| a        |                                                           |
| sig      |                                                           |
| nificant |                                                           |
| increase |                                                           |
| in the   |                                                           |
| number   |                                                           |
| of horse |                                                           |
| farms,   |                                                           |
| and 72   |                                                           |
| percent  |                                                           |
| of the   |                                                           |
| ho       |                                                           |
| useholds |                                                           |
| now have |                                                           |
| at least |                                                           |
| one pet. |                                                           |
|          |                                                           |
| You      |                                                           |
| realize  |                                                           |
| that it  |                                                           |
| is       |                                                           |
| im       |                                                           |
| perative |                                                           |
| to       |                                                           |
| inc      |                                                           |
| orporate |                                                           |
| animals  |                                                           |
| into     |                                                           |
| local    |                                                           |
| ev       |                                                           |
| acuation |                                                           |
| and      |                                                           |
| disaster |                                                           |
| response |                                                           |
| p        |                                                           |
| lanning. |                                                           |
| Your     |                                                           |
| c        |                                                           |
| ommunity |                                                           |
| has a    |                                                           |
| local    |                                                           |
| hazard   |                                                           |
| mi       |                                                           |
| tigation |                                                           |
| plan and |                                                           |
| part     |                                                           |
| icipates |                                                           |
| in the   |                                                           |
| National |                                                           |
| Flood    |                                                           |
| I        |                                                           |
| nsurance |                                                           |
| Program. |                                                           |
| There is |                                                           |
| a local  |                                                           |
| pet      |                                                           |
| pr       |                                                           |
| otection |                                                           |
| society. |                                                           |
+----------+-----------------------------------------------------------+

+----------+-----------------------------------------------------------+
| ![](med  | # Case Study 7.2                                          |
| ia/image | : Protecting Animals During Natural Disasters (Continued) |
| 7.wmf){w |                                                           |
| idth="0. |                                                           |
| 90625in" |                                                           |
| height=  |                                                           |
| "0.30416 |                                                           |
| 66666666 |                                                           |
| 6664in"} |                                                           |
+----------+-----------------------------------------------------------+

######### Answers to Case Study

There are many valid messages based on the previous scenario. If you
used the checklists provided in this unit, it is likely that you
developed an effective presentation.

Plan to use that presentation either to inform or motivate some segment
of your community to get involved in disaster planning, generally, and
planning for animals specifically. The absence of animal safety planning
contributes risk to human life.

+----------+-----------------------------------------------------------+
|          | # Summary and Transition                                  |
+----------+-----------------------------------------------------------+
|          | Now that you have developed an oral presentation with the |
|          | checklists provided in this unit, you may notice that     |
|          | each successive presentation becomes easier. That is      |
|          | because strong public speaking skills build on success.   |
|          | Before you proceed to the summary unit for this course,   |
|          | take a few minutes to review your understanding of oral   |
|          | presentations by completing the Knowledge Check on the    |
|          | next page.                                                |
+----------+-----------------------------------------------------------+
| ![       | # For More Information                                    |
| ](media/ |                                                           |
| image8.w |                                                           |
| mf){widt |                                                           |
| h="0.809 |                                                           |
| 72222222 |                                                           |
| 22222in" |                                                           |
| height   |                                                           |
| ="0.3368 |                                                           |
| 05555555 |                                                           |
| 5556in"} |                                                           |
+----------+-----------------------------------------------------------+
|          | COMFILE! Your Link to Communication Sources on the        |
|          | Internet:                                                 |
|          | <http:                                                    |
|          | //commfaculty.fullerton.edu/jreinard/internet.htm#TOPBAN> |
+----------+-----------------------------------------------------------+

+----------+-----------------------------------------------------------+
| ![       | # Knowledge Check                                         |
| ](media/ |                                                           |
| image6.w |                                                           |
| mf){widt |                                                           |
| h="0.719 |                                                           |
| 44444444 |                                                           |
| 44444in" |                                                           |
| height=  |                                                           |
| "0.38958 |                                                           |
| 33333333 |                                                           |
| 3334in"} |                                                           |
+----------+-----------------------------------------------------------+
| *C       |                                                           |
| arefully |                                                           |
| read     |                                                           |
| each     |                                                           |
| question |                                                           |
| and all  |                                                           |
| of the   |                                                           |
| possible |                                                           |
| answers  |                                                           |
| before   |                                                           |
| s        |                                                           |
| electing |                                                           |
| the most |                                                           |
| app      |                                                           |
| ropriate |                                                           |
| response |                                                           |
| for each |                                                           |
| test     |                                                           |
| item.    |                                                           |
| Circle   |                                                           |
| the      |                                                           |
| letter   |                                                           |
| corre    |                                                           |
| sponding |                                                           |
| to the   |                                                           |
| answer   |                                                           |
| that you |                                                           |
| have     |                                                           |
| chosen.  |                                                           |
| Complete |                                                           |
| all of   |                                                           |
| the      |                                                           |
| q        |                                                           |
| uestions |                                                           |
| without  |                                                           |
| looking  |                                                           |
| at the   |                                                           |
| course   |                                                           |
| ma       |                                                           |
| terial.* |                                                           |
+----------+-----------------------------------------------------------+
| 1        |                                                           |
| .  Which |                                                           |
|     s    |                                                           |
| tatement |                                                           |
|     is   |                                                           |
|     true |                                                           |
|          |                                                           |
|    about |                                                           |
|          |                                                           |
|    infor |                                                           |
| mational |                                                           |
|          |                                                           |
|    prese |                                                           |
| ntation? |                                                           |
|          |                                                           |
| > a\.    |                                                           |
| > They   |                                                           |
| > do not |                                                           |
| > need   |                                                           |
| > to     |                                                           |
| > rely   |                                                           |
| > on     |                                                           |
| >        |                                                           |
|  logical |                                                           |
| > prese  |                                                           |
| ntation. |                                                           |
| >        |                                                           |
| > b\.    |                                                           |
| > They   |                                                           |
| > are    |                                                           |
| > based  |                                                           |
| > on     |                                                           |
| > e      |                                                           |
| motional |                                                           |
| >        |                                                           |
|  appeal. |                                                           |
| >        |                                                           |
| > c\.    |                                                           |
| > They   |                                                           |
| > depend |                                                           |
| > on     |                                                           |
| > vivid  |                                                           |
| >        |                                                           |
| imagery. |                                                           |
| >        |                                                           |
| > d\.    |                                                           |
| > They   |                                                           |
| >        |                                                           |
|  present |                                                           |
| > ideas  |                                                           |
| > in     |                                                           |
| >        |                                                           |
|  logical |                                                           |
| > s      |                                                           |
| equence. |                                                           |
|          |                                                           |
| e\. They |                                                           |
| never    |                                                           |
| use      |                                                           |
| personal |                                                           |
| an       |                                                           |
| ecdotes. |                                                           |
|          |                                                           |
| 2        |                                                           |
| .  Which |                                                           |
|     of   |                                                           |
|     the  |                                                           |
|     f    |                                                           |
| ollowing |                                                           |
|          |                                                           |
| messages |                                                           |
|     is   |                                                           |
|     best |                                                           |
|          |                                                           |
|   suited |                                                           |
|     to   |                                                           |
|     an   |                                                           |
|          |                                                           |
|    infor |                                                           |
| mational |                                                           |
|          |                                                           |
|    prese |                                                           |
| ntation? |                                                           |
|          |                                                           |
| > a\.    |                                                           |
| >        |                                                           |
|  Promote |                                                           |
| >        |                                                           |
| National |                                                           |
| > Fire   |                                                           |
| > Safety |                                                           |
| > Week.  |                                                           |
| >        |                                                           |
| > b\.    |                                                           |
| >        |                                                           |
| Persuade |                                                           |
| > ho     |                                                           |
| meowners |                                                           |
| > to     |                                                           |
| > have a |                                                           |
| >        |                                                           |
| personal |                                                           |
| > ev     |                                                           |
| acuation |                                                           |
| > plan.  |                                                           |
| >        |                                                           |
| > c\.    |                                                           |
| >        |                                                           |
| Convince |                                                           |
| > r      |                                                           |
| esidents |                                                           |
| > to     |                                                           |
| > become |                                                           |
| >        |                                                           |
| involved |                                                           |
| > in     |                                                           |
| > v      |                                                           |
| olunteer |                                                           |
| > a      |                                                           |
| gencies. |                                                           |
| >        |                                                           |
| > d\.    |                                                           |
| > Lead   |                                                           |
| > staff  |                                                           |
| > in a   |                                                           |
| > review |                                                           |
| > of the |                                                           |
| >        |                                                           |
| Incident |                                                           |
| >        |                                                           |
|  Command |                                                           |
| >        |                                                           |
|  System. |                                                           |
| >        |                                                           |
| > e\.    |                                                           |
| > C      |                                                           |
| elebrate |                                                           |
| > int    |                                                           |
| eragency |                                                           |
| > coo    |                                                           |
| peration |                                                           |
| > in a   |                                                           |
| > recent |                                                           |
| > em     |                                                           |
| ergency. |                                                           |
|          |                                                           |
| 3.  Both |                                                           |
|          |                                                           |
|    infor |                                                           |
| mational |                                                           |
|     and  |                                                           |
|     moti |                                                           |
| vational |                                                           |
|          |                                                           |
|    prese |                                                           |
| ntations |                                                           |
|     are  |                                                           |
|          |                                                           |
|    based |                                                           |
|     on   |                                                           |
|          |                                                           |
| well-res |                                                           |
| earched, |                                                           |
|          |                                                           |
|  logical |                                                           |
|     ar   |                                                           |
| guments. |                                                           |
|          |                                                           |
| > a\.    |                                                           |
| > True   |                                                           |
| >        |                                                           |
| > b\.    |                                                           |
| > False  |                                                           |
|          |                                                           |
| 4.  Pr   |                                                           |
| acticing |                                                           |
|     a    |                                                           |
|     pres |                                                           |
| entation |                                                           |
|     [can |                                                           |
| not]{.un |                                                           |
| derline} |                                                           |
|     help |                                                           |
|     you  |                                                           |
|          |                                                           |
|  become: |                                                           |
|          |                                                           |
| > a\.    |                                                           |
| >        |                                                           |
| Familiar |                                                           |
| > with   |                                                           |
| > the    |                                                           |
| > m      |                                                           |
| aterial. |                                                           |
| >        |                                                           |
| > b\.    |                                                           |
| > Adept  |                                                           |
| > at     |                                                           |
| > pacing |                                                           |
| > your   |                                                           |
| >        |                                                           |
|  speech. |                                                           |
| >        |                                                           |
| > c\.    |                                                           |
| >        |                                                           |
|  Assured |                                                           |
| > of     |                                                           |
| >        |                                                           |
| reaching |                                                           |
| > every  |                                                           |
| > l      |                                                           |
| istener. |                                                           |
| >        |                                                           |
| > d\.    |                                                           |
| > Com    |                                                           |
| fortable |                                                           |
| > with   |                                                           |
| > pronun |                                                           |
| ciation. |                                                           |
| >        |                                                           |
| > e\.    |                                                           |
| > Less   |                                                           |
| > likely |                                                           |
| > to     |                                                           |
| > ex     |                                                           |
| perience |                                                           |
| > speech |                                                           |
| >        |                                                           |
| anxiety. |                                                           |
|          |                                                           |
| 5.  In   |                                                           |
|     an   |                                                           |
|     oral |                                                           |
|          |                                                           |
|    prese |                                                           |
| ntation, |                                                           |
|          |                                                           |
|    where |                                                           |
|     is   |                                                           |
|     it   |                                                           |
|     best |                                                           |
|     to   |                                                           |
|          |                                                           |
|  feature |                                                           |
|          |                                                           |
|   humor, |                                                           |
|     rh   |                                                           |
| etorical |                                                           |
|     qu   |                                                           |
| estions, |                                                           |
|     or   |                                                           |
|     pro  |                                                           |
| vocative |                                                           |
|     sta  |                                                           |
| tements? |                                                           |
|          |                                                           |
| > a\.    |                                                           |
| > App    |                                                           |
| ropriate |                                                           |
| > ev     |                                                           |
| erywhere |                                                           |
| >        |                                                           |
| > b\.    |                                                           |
| > Intr   |                                                           |
| oduction |                                                           |
| >        |                                                           |
| > c\.    |                                                           |
| > Di     |                                                           |
| scussion |                                                           |
| >        |                                                           |
| > d\.    |                                                           |
| > Co     |                                                           |
| nclusion |                                                           |
| >        |                                                           |
| > e\.    |                                                           |
| > Never  |                                                           |
| > app    |                                                           |
| ropriate |                                                           |
+----------+-----------------------------------------------------------+

+----------+-----------------------------------------------------------+
| ![](med  | # Knowledge Check (Continued)                             |
| ia/image |                                                           |
| 7.wmf){w |                                                           |
| idth="0. |                                                           |
| 90625in" |                                                           |
| height=  |                                                           |
| "0.30416 |                                                           |
| 66666666 |                                                           |
| 6664in"} |                                                           |
+----------+-----------------------------------------------------------+
|          | 1.  d                                                     |
|          |                                                           |
|          | 2.  a                                                     |
|          |                                                           |
|          | 3.  True                                                  |
|          |                                                           |
|          | 4.  c                                                     |
|          |                                                           |
|          | 5.  a                                                     |
+----------+-----------------------------------------------------------+

  -------------- --------------------------------------------------------
                 

                 **Unit 8: Course Summary**
  -------------- --------------------------------------------------------

+----------+-----------------------------------------------------------+
|          | # Introduction                                            |
+----------+-----------------------------------------------------------+
|          | This unit will briefly summarize the learning from the    |
|          | Effective Communication Course. When you finish with this |
|          | unit, be sure to take the Final Exam that is available    |
|          | for download from the Emergency Management Institute's    |
|          | Independent Study Web site:                               |
|          | <http://www.fema.gov/emi/ishome.htm>                      |
+----------+-----------------------------------------------------------+
|          | # Communication Models                                    |
+----------+-----------------------------------------------------------+
|          | The value of a model is that it simplifies a complex      |
|          | process. Because communication is a complex process, you  |
|          | will find it helpful to use one or more models to help    |
|          | ensure that your communications are effective. Regardless |
|          | of the model you choose, a good model facilitates an      |
|          | efficient, [two-way]{.underline} flow of communication    |
|          | and elicits the desired response.                         |
|          |                                                           |
|          | Listening is a critical component of communication. When  |
|          | you listen empathically, you don't just hear words. You   |
|          | hear thoughts, beliefs and feelings. Empathic listening   |
|          | is highly active and requires hard work. You should       |
|          | practice your listening skills whenever you have the      |
|          | opportunity so that you feel comfortable with your        |
|          | ability to listen to [and hear]{.underline} what people   |
|          | tell you.                                                 |
|          |                                                           |
|          | There are numerous variables involved in the              |
|          | communication process, including:                         |
|          |                                                           |
|          | -   Differences between the sender and receiver.          |
|          |                                                           |
|          | -   Differences in communication styles.                  |
|          |                                                           |
|          | -   Differences in previous experiences.                  |
|          |                                                           |
|          | -   Cultural differences.                                 |
+----------+-----------------------------------------------------------+

+----------+-----------------------------------------------------------+
|          | # Communicating in an Emergency                           |
+----------+-----------------------------------------------------------+
|          | In an emergency, people depend on information for         |
|          | physical and emotional comfort. To be effective,          |
|          | emergency communications must be timely, accurate, and    |
|          | clearly stated.                                           |
|          |                                                           |
|          | There are considerable differences between day-to-day     |
|          | communications and emergency communications. Some of      |
|          | these differences include:                                |
|          |                                                           |
|          | -   Emergency information is important.                   |
|          |                                                           |
|          | -   Timeliness is essential.                              |
|          |                                                           |
|          | -   Warnings require response.                            |
|          |                                                           |
|          | -   Barriers to communication are common in emergencies.  |
|          |                                                           |
|          | -   Messages must be consistent to elicit the desired     |
|          |     response.                                             |
|          |                                                           |
|          | When communicating in an emergency, you should            |
|          | [always]{.underline}:                                     |
|          |                                                           |
|          | -   Present the information in sequence; present the      |
|          |     reason for the message, the supporting information,   |
|          |     and the conclusion.                                   |
|          |                                                           |
|          | -   Avoid jargon, codes, and acronyms.                    |
|          |                                                           |
|          | -   Use common names for all personnel and facilities.    |
|          |                                                           |
|          | -   Omit unnecessary details.                             |
|          |                                                           |
|          | -   Speak in sync with other related authorities.         |
|          |                                                           |
|          | -   Keep messages consistent across various media.        |
|          |                                                           |
|          | -   Word the message precisely, making every word count.  |
+----------+-----------------------------------------------------------+

+----------+-----------------------------------------------------------+
|          | # Communicating in an Emergency (Continued)               |
+----------+-----------------------------------------------------------+
|          | Communication media range in complexity from handwritten  |
|          | notices to international satellite broadcasts. Selecting  |
|          | the appropriate media for both the message and the        |
|          | audience is essential to effective communication.         |
+----------+-----------------------------------------------------------+
|          | # Community-Specific Communications Issues                |
+----------+-----------------------------------------------------------+
|          | Whether we realize it or not---and we often               |
|          | don't---traditions shape the way we interact with other   |
|          | people. Cultural differences reflect internal beliefs and |
|          | thought patterns that cause people to react differently   |
|          | to the same situation. Differences in age and sex, the    |
|          | presence of a disabling condition---and even the part of  |
|          | the country you live in---can affect how you communicate. |
|          |                                                           |
|          | It's not realistic to become an expert on every culture   |
|          | that you may encounter. However, it *is* reasonable for   |
|          | you to learn about the populations who make up major      |
|          | parts of your community. Take the time to learn about:    |
|          |                                                           |
|          | -   What groups are represented in your community.        |
|          |                                                           |
|          | -   Where they are located.                               |
|          |                                                           |
|          | -   What their needs are.                                 |
|          |                                                           |
|          | Making yourself aware of key cultural and other           |
|          | differences---both verbal and body language               |
|          | differences---that you will need to address during an     |
|          | emergency will help you learn what to expect of the       |
|          | groups and whether your message is being communicated.    |
+----------+-----------------------------------------------------------+

+----------+-----------------------------------------------------------+
|          | # Community-Specific Communications Issues (Continued)    |
+----------+-----------------------------------------------------------+
|          | Take into account cultural differences when addressing    |
|          | communications across cultures or those with special      |
|          | needs. Some things that you can do as a first step are:   |
|          |                                                           |
|          | -   Don't assume sameness.                                |
|          |                                                           |
|          | -   Don't assume that you understand what the other       |
|          |     person means.                                         |
|          |                                                           |
|          | -   Don't inadvertently cause the behavior.               |
+----------+-----------------------------------------------------------+
|          | # Using Technology as a Communication Tool                |
+----------+-----------------------------------------------------------+
|          | Technology can assist you in meeting your communication   |
|          | goals. Selecting the best technology to support your      |
|          | message maximizes its impact. But choosing the wrong      |
|          | technology can interfere with your message, and there is  |
|          | no correlation between the complexity of the technology   |
|          | and the effectiveness of the communication.               |
|          |                                                           |
|          | With every potential technology come limitations and      |
|          | cautions. Always try to match the technology with the     |
|          | message's purpose---and the audience.                     |
|          |                                                           |
|          | Emergency conditions can result in power outages or other |
|          | conditions that may limit your choice of technologies. Be |
|          | prepared to choose lower-tech methods to support your     |
|          | communication.                                            |
|          |                                                           |
|          | You can use a mix of high-tech and low-tech tools to      |
|          | support your message. In choosing your methods, consider  |
|          | your:                                                     |
|          |                                                           |
|          | #### Message (What?)                                      |
|          |                                                           |
|          | #### Purpose (Why?)                                       |
|          |                                                           |
|          | #### Recipient (Who?)                                     |
+----------+-----------------------------------------------------------+

+----------+-----------------------------------------------------------+
|          | # Effective Oral Presentations                            |
+----------+-----------------------------------------------------------+
|          | One of your most important emergency management skills is |
|          | oral communication. In your role as emergency manager,    |
|          | planner, or responder, you may be asked to communicate    |
|          | critical information in a variety of ways. Each           |
|          | circumstance offers unique challenges and opportunities   |
|          | to match your verbal and nonverbal communication to your  |
|          | message and audience.                                     |
|          |                                                           |
|          | Ensuring that your presentation matches your audience is  |
|          | critical to gaining the desired response. Matching        |
|          | messages and audiences will help to ensure communication  |
|          | success.                                                  |
|          |                                                           |
|          | The news media can be a strong ally in alerting and       |
|          | informing the public. It is important to establish        |
|          | credible and productive working relationships with        |
|          | representatives of the media. To minimize                 |
|          | misunderstandings, build strong relationships with media  |
|          | representatives.                                          |
|          |                                                           |
|          | More than half of face-to-face communication is exchanged |
|          | through nonverbal cues. Because up to 65 percent of the   |
|          | meaning of your message is unspoken, it is imperative to  |
|          | learn to read nonverbal communication. Eyes, tone of      |
|          | voice, expression, volume, and gestures reflect           |
|          | attitudes, emotions, states of mind, and related          |
|          | messages.                                                 |
|          |                                                           |
|          | Nonverbal cues can have an impact equal to or stronger    |
|          | than the words that are spoken. When the speaker's body   |
|          | language is in sync with the verbal message, the message  |
|          | is reinforced. Listeners are likely to respond to this    |
|          | extra persuasion with increased respect, harmony, or      |
|          | trust.                                                    |
|          |                                                           |
|          | Speech anxiety is the single most common social anxiety   |
|          | in the United States. Whatever the source of your speech  |
|          | anxiety, taking these steps can help you reduce           |
|          | nervousness and gain control of your presentation.        |
|          |                                                           |
|          | -   Preparation                                           |
|          |                                                           |
|          | -   Practice                                              |
|          |                                                           |
|          | -   Acceptance                                            |
+----------+-----------------------------------------------------------+

+----------+-----------------------------------------------------------+
|          | # Preparing Oral Presentations                            |
+----------+-----------------------------------------------------------+
|          | Three common elements to successful oral presentations    |
|          | are:                                                      |
|          |                                                           |
|          | -   The message matches the audience.                     |
|          |                                                           |
|          | -   The content and delivery match the purpose.           |
|          |                                                           |
|          | -   The delivery is clear and engaging.                   |
|          |                                                           |
|          | Matching the message to the audience begins with          |
|          | analyzing the needs of the audience. After you determine  |
|          | the "who, what, when, where, and why" aspects, it is easy |
|          | to determine the right message and the most effective     |
|          | delivery.                                                 |
|          |                                                           |
|          | It is likely that you will make one of two types of       |
|          | presentations---either informational or motivational. To  |
|          | determine which type is appropriate, ask: Am I relying on |
|          | facts or shaping opinions?                                |
|          |                                                           |
|          | **Informational presentations:**                          |
|          |                                                           |
|          | -   Transmit specific knowledge.                          |
|          |                                                           |
|          | -   Present information directly or through explanation.  |
|          |                                                           |
|          | -   Feature statistics or supporting research.            |
|          |                                                           |
|          | -   Present ideas in logical sequence.                    |
|          |                                                           |
|          | **Motivational presentations:**                           |
|          |                                                           |
|          | -   Create awareness, change attitudes, or garner         |
|          |     support.                                              |
|          |                                                           |
|          | -   Use concrete language to communicate abstract points. |
|          |                                                           |
|          | -   Use vivid and interesting language.                   |
+----------+-----------------------------------------------------------+

+----------+-----------------------------------------------------------+
|          | # Next Steps                                              |
+----------+-----------------------------------------------------------+
|          | You have now completed IS 242 and should be ready to take |
|          | the Final Exam.                                           |
|          |                                                           |
|          | Complete the final exam in the back of the book by        |
|          | marking the correct responses.                            |
|          |                                                           |
|          | To submit the final exam online, go to                    |
|          | [http://training                                          |
|          | .fema.gov/EMIWeb/IS/](http://www.fema.gov/emi/ishome.htm) |
|          | and click on the courses link. Click on the title for     |
|          | this course, and scroll down the course description page  |
|          | to locate the final exam link. After you have selected    |
|          | the final exam link and the online answer sheet is open,  |
|          | transfer your answers, and complete the personal          |
|          | identification data requested.                            |
|          |                                                           |
|          | To submit the final exam by mail using the standard       |
|          | answer sheet, follow the instructions printed on the      |
|          | form.                                                     |
|          |                                                           |
|          | Good luck!                                                |
+----------+-----------------------------------------------------------+

  -------------- --------------------------------------------------------
                 

                 **Appendix A: Job Aids**
  -------------- --------------------------------------------------------

# Job Aid 3.1

# Templates for Written Communications

**Sample business letter:**

July 3, 2001

Mr. John Burgess

The Salvation Army

Bismarck, ND 58501

Dear Mr. Burgess:

The tireless efforts and valuable resources your organization
contributed to our community after the recent flood were remarkable. The
speed with which you fed and provided shelter for the 75 people left
homeless demonstrated the experience and preparation that marks all
Salvation Army operations.

There is no way to thank you enough for your support of Bismarck
residents. However, I hope you will share my gratitude with your staff
and volunteers. We appreciate every one of them.

Again, thank you for your active partnership in Bismarck's emergency
management efforts.

Sincerely yours,

Mary Siebert

Emergency Manager

MS:gn

# Job Aid 3.1

# Templates for Written Communications (Continued)

**Sample EAS Message:**

THE NATIONAL WEATHER SERVICE IN CENTRAL CITY HAS ISSUED A TORNADO
WARNING FOR LIBERTY COUNTY UNTIL 300 PM EDT.

AT 150 PM . . . DOPPLER RADAR INDICATED A POSSIBLE TORNADO IN WESTERN
LIBERTY COUNTY JUST SOUTH OF APPLE VALLEY. AT 205 PM . . . A TORNADO
TOUCHED DOWN NEAR LEWISBURG IN STRAMFORD COUNTY CAUSING CONSIDERABLE
DAMAGE.

THE STORM WAS MOVING NORTHEAST AROUND 30 MPH AND WILL REACH CENTRAL CITY
AT ABOUT 215 PM.

THE SAFEST PLACE TO BE WHEN A TORNADO HITS IS IN A BASEMENT UNDER A
STURDY PIECE OF FURNITURE SUCH AS A WORK BENCH. IF YOU DO NOT HAVE A
BASEMENT . . . GO TO AN INTERIOR ROOM OF YOUR HOME SUCH AS A BATHROOM OR
CLOSET.

# Job Aid 3.1

# Templates for Written Communications (Continued)

**Sample Public Service Announcement:**

**BEWARE OF FRAUD**

Every disaster has its share of con artists trying to take advantage of
disaster victims, so be careful who you let into your home. If your
house was damaged in the (disaster) and someone appears at your door
claiming to be a (type of disaster) official, ask for identification.

Depending on your needs, inspectors from one or more agencies may visit
your home after you have registered for disaster assistance. These
inspectors will be able to show you official ID to prove their identity.
Never let anyone inspect your home without first asking for
identification.

If you want to verify someone's identity, call the Disaster Information
Helpline at 1-800-525-0321 (TDD: 1-800-660-8005 for hearing and speech
impaired), (hours of operation), (days of operation).

Some people may show up at your door and insist that you make expensive
or unnecessary repairs. Others may offer to process your disaster
application for a fee. Remember, disaster inspectors do not recommend
repairs and NEVER charge a fee for any inspection of your home.

\####

# Job Aid 3.1

# Templates for Written Communications (Continued)

**Sample News Release:**

**FOR IMMEDIATE RELEASE**

INFORMATION FROM:

(Emergency Management Office)

(Street Address)

(City, State, Zip)

(Date)

**MEDIA CONTACTS:** (PAO name) (phone)

**RESIDENTS WARNED TO TAKE PRECAUTIONS WHEN**

**RETURNING TO FLOOD DAMAGED HOMES**

**(CITY, STATE)**---Federal and State disaster officials are urging
people returning to flood-damaged homes, apartments, or businesses to
take extra precautions before and during their clean-up efforts.

"The dangers are not over after the water goes down," (SCO NAME) said.
"Flood hazards such as a weakened foundation, exposed wires or
contaminated floodwater are not always obvious and can be potentially
life-threatening if precautions are not taken."

"If, at any time, you are unsure of or feel uncomfortable with a
situation, do not hesitate to ask for help or seek advice from an
expert," (FCO NAME), serving as Federal Coordinating Officer (FCO) for
the disaster recovery, cautioned. "Play it safe."

Disaster officials are urging people to keep these safety tips in mind:

BEFORE ENTERING A BUILDING:

*[Check the outside of the building]{.underline}:* Call the utility
company immediately if you find downed power lines or detect gas leaks.
(Gas leaks will emit an odor of rotten eggs.)

*[Look for external damage]{.underline}:* Examine the foundation for
cracks or other damage. Also examine porch roofs and overhangs to be
sure they still have all their supports. Look for gaps between the steps
and the house.

-more-

# Job Aid 3.1

# Templates for Written Communications (Continued)

page 2

If any supports or portions of the foundation walls are missing or the
ground has washed away, the floor is not safe.

If you see obvious damage, have a building inspector check the house
before you go in.

*[Enter the building carefully]{.underline}:* If the door sticks at the
top it could mean the ceiling is ready to fall. If you force the door
open, stand outside the doorway away from falling debris.

**AFTER ENTERING A BUILDING:**

*[Look before you step]{.underline}:* The ground and floors are covered
with debris including broken bottles and nails. Floors and stairs can be
very slippery.

*[Be alert for gas leaks]{.underline}:* Do not strike a match or use an
open flame when you enter a building unless you know the gas has been
turned off and the area ventilated. Use a flashlight to inspect for
damage.

*[Turn off the electricity]{.underline}:* Even if the power company has
turned off electricity to the area, be sure to disconnect your house's
power supply. Do not use appliances or motors that have gotten wet
unless they have been taken apart, cleaned and dried.

*[Replace exposed wires]{.underline}:* Electrical wires that have been
exposed to salt water are recyclable junk and must be replaced.

*[Watch for animals, especially snakes]{.underline}:* Small animals that
have been flooded out of their homes may seek shelter in yours. Use a
stick to poke and turn items over and scare away small animals.

*[Carbon monoxide exhaust kills]{.underline}:* Use a generator or other
gasoline-powered machine outdoors. The same goes for camping stoves.
Charcoal fumes are deadly; cook with charcoal outdoors.

*[Drain your basement carefully]{.underline}:* Water in the ground puts
pressure on your basement walls and floors. Drain the basement gradually
to minimize further structural damage.

*[Hose the house]{.underline}:* Most of the health hazards brought by a
flood are in the mud and silt that is left after the water drains away.
Shovel out as much mud as possible and hose the house down, inside and
out.

*[Be aware of health hazards]{.underline}:* Flood waters have picked up
sewage and chemicals from roads, farms, factories, and storage
buildings. Many flooded items, such as wallboard and mattresses, will
hold mud and contamination forever. Spoiled food, flooded cosmetics and
medicine are also health hazards. [When in doubt, throw them
out]{.underline}.

\#####

# Job Aid 3.1

# Templates for Written Communications (Continued)

**Sample Incident Fact Sheet:**

**(DATE)**

**INCIDENT PERIOD:** (DATE OF INCIDENT)

**AREAS AFFECTED:** (LIST COUNTIES/TOWNS AFFECTED)

**OFFICE:** (ADDRESS)

**HOURS:** (HOURS)

KEY TELEPHONE NUMBERS:

> COMMERCIAL: xxx-xxx-xxxx
>
> INFO HOTLINE: 800-xxx-xxxx
>
> INFO TDD: 800-660-8005 (for hearing impaired)
>
> FAX: xxx-xxx-xxxx
>
> OFF-DUTY: xxx-xxx-xxxx (NAME, TITLE)
>
> JIC: xxx-xxx-xxxx

KEY PERSONNEL:

> Emergency Manager (Name) (Number)
>
> Operations Officer (Name) (Number)
>
> Planning Officer (Name) (Number)
>
> Logistics Officer (Name) (Number)
>
> Safety Officer (Name) (Number)
>
> Public Affairs Officer (Name) (Number)
>
> Police Chief (Name) (Number)
>
> Fire Chief (Name) (Number)
>
> Public Works Chief (Name) (Number)
>
> Administration Officer (Name) (Number)
>
> Other Key Personnel (List) (Name) (Number)

STATE KEY PERSONNEL:

> Governor's Authorized Representative (Name) (Number)
>
> Alternate GAR (Name) (Number)
>
> State Coordinating Officer (SCO) (Name) (Number)
>
> Alternate SCO (Name) (Number)
>
> Public Assistance Officer (Name) (Number)
>
> Public Information Officer (Name) (Number)
>
> Hazard Mitigation Officer (Name) (Number)
>
> Individual Assistance Officer (Name) (Number)

# Job Aid 3.1

# Templates for Written Communications (Continued)

page 2

OTHER AGENCIES:

> American Red Cross (Name) (Number)
>
> Salvation Army (Name) (Number)
>
> Others (List) (Name) (Number)

\####

# Job Aid 3.1

# Templates for Written Communications (Continued)

**Sample Information Sheet:**

**TIPS TO PROTECT YOURSELF FROM DEBRIS FLOWS (MUDSLIDES)**

As spring approaches, the burned hillsides of (locations) look green and
inviting. But the steep slopes left bare by (last month's) firestorms
are still very susceptible to debris flows, popularly called mudslides
or mud flows. The danger is greatest during rainstorms and the few days
after each rain.

Debris flows are sudden gushes of mud, rocks, tree trunks, and other
debris that break loose from steep slopes and race downhill, sometimes
over long distances. After one surge or wave of a mudslide, more surges
or waves may follow, at intervals of minutes to hours.

The (State emergency service) advises residents and visitors to take the
following safety precautions.

-   Keep an eye on the weather. If it looks like rain, listen to a
    weather report on the radio. Even if it is not raining in the
    foothills, it might be raining hard in the mountains.

> Listen for National Weather Service advisory messages. A flash flood
> **watch** for a particular area means that heavy rains with mud and
> debris flow potential have been predicted for that area. A flash flood
> **warning** means flooding and debris flow are already occurring and
> may continue.

-   Cancel or postpone plans for hiking, biking, or horseback riding if
    it has rained recently or if rain is predicted.

-   Plan ahead:

```{=html}
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```
-   Arrange a meeting place for your family or companions outside your
    neighborhood or outing destination.

-   Plan to wear or carry appropriate clothing and footwear that is
    warm, wetproof, and sturdy.

-   Have an adequate supply of emergency food and water.

-   Have an emergency supply kit that includes a flashlight, spare
    batteries, a portable radio, and potable water. Store the kit in an
    easily accessible and safe area.

-   Purchase flood insurance, if living in an area at risk for flood or
    mudslides.

For more information about flood and mudslide preparedness, as well as
disaster assistance programs, residents are invited to visit the (center
location).

The Center is located at **(address), (city).** It is open **(days),**
from **(hours),** and is a joint effort of the (State emergency
services) and the Federal Emergency Management Agency.

\####

# Job Aid 3.1

# Templates for Written Communications (Continued)

**Sample Checklist:**

**WHAT YOU SHOULD KNOW IF YOU HAVE TO EVACUATE**

In spite of tireless sandbagging efforts by friends and charitable
strangers, the powerful floodwater cannot always be stopped. Some of us
have already evacuated our homes. For others, evacuation is imminent.
Whenever the water wins the battle, there is pain and loss. And by the
time someone is forced to leave, often their energy is depleted and
safety may be threatened. By preparing an evacuation plan in advance,
flood victims can ensure that necessities are packed and the route is
planned.

If possible, gather important family documents and place them in a
waterproof, portable container. Examples of documents you may save
include:

-   Insurance policies, wills, contracts, deeds, stock certificates and
    bonds

-   Passports, social security cards, immunization records

-   Bank account numbers, safe deposit box information

-   Credit card account numbers and companies

-   Inventory of valuable household goods, important telephone numbers

-   Family records (birth, marriage, death certificates)

-   Valuable photographs

Here is a checklist of what you should have ready before you are forced
to leave:

-   Battery operated radio and spare batteries

-   Flashlight and extra batteries

-   First aid kit and manual

-   Three-day supply of nonperishable foods and water (one gallon per
    day per person)

-   Essential prescription and nonprescription medicines

-   Mess kit (or paper plates, cups, and plastic utensils)

-   Baby supplies such as formula, bottle, diapers, powdered milk and
    medications

-   Nonelectric can opener

-   All purpose knife

-   Toilet paper

-   Soap, liquid detergent

-   Feminine supplies

-   Personal hygiene items

-   Contact lenses, solution, and extra eyeglasses

-   Denture supplies

-   Complete change of clothing and footwear for each household member

-   Sturdy shoes or work boots

-   Rain gear

-more-

# Job Aid 3.1

# Templates for Written Communications (Continued)

page 2

-   Cash or traveler's checks, change

-   Whistle

-   Entertainment---books, games, journal

It is important to map your evacuation route before the time comes.
Identify your evacuation destination (nearest shelter, relative's home,
etc.) and plan to triple the travel time to account for traffic and road
conditions.

These ideas are part of a 56-page booklet named "Repairing Your Flooded
Home". Published jointly by the Federal Emergency Management Agency
(FEMA) and the American Red Cross, copies are available free at all
disaster application centers. Copies can also be obtained by writing to
FEMA Publications, P.O. Box 70274, Washington, DC 20024.

\####

# Job Aid 6.1

# Tips for Media Interviews

# 

# *Before the Interview:*

-   Track all media inquiries and note the reporter's name,
    organization, date, and purpose.

-   If possible, review the scope of the interview with the reporter
    before the interview so that you can anticipate what might be asked.

-   Provide background information that helps the reporter understand
    the issues.

-   Identify the points that you want to communicate during the
    interview and make sure these facts come to mind easily.

-   Identify a message that you can incorporate into your first and last
    remark. For example, if the reporter opens the interview by saying,
    "Thanks for talking with us today," you may respond, "I'm proud to
    speak on behalf of the community's unified response effort," or
    "Thank you for this opportunity to promote flood insurance."

-   Dress appropriately.

# *During the Interview:*

-   Listen to the entire question before answering.

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```
-   Avoid speculation.

-   Beware of false assumptions and erroneous conclusions.

-   Avoid hypothetical questions.

-   Be alert to multiple questions and address them individually.

-   Be confident and concentrate on delivering your message.

-   Keep your answers simple and direct.

-   Speak in "sound bites" (i.e., concise, memorable, short statements).

-   Never repeat inaccurate or damaging information spoken within a
    reporter's question. Instead, restate the information in a positive
    manner in your answer.

-   Do not refer to the reporter by name, as the reporter may not be
    included when the interview is aired.

-   Treat all questions seriously.

-   NEVER speak "off the record."

-   While answering questions, be attuned to opportunities to promote
    *your* message.

-   If you are being recorded or taped and botch an answer, simply begin
    the answer again. If taped, the exchange will most likely be edited.

-   Be aware of your appearance:

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```
-   Avoid nervous gestures; do not overuse hand gestures.

-   Display good posture.

-   Maintain eye contact.

-   Ensure that your glasses (if you wear them) are not slipping
    downward.

-   Remove dark glasses.

-   Avoid wearing stripes, "busy" patterns, and red.

-   If seated, ensure that your jacket does not ride up behind your neck
    by sitting on the coattails.

```{=html}
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```
-   Leave all equipment concerns to the reporter or sound technician.

# *After the Interview:*

-   Obtain and provide any information you promised to supply.

-   Provide written background information, and be available to the
    reporter for follow-up questions.

-   If the story is publicized with inaccuracies, call the reporter and
    politely point out the errors.

# Job Aid 6.2

# Nonverbal Cues

SPEAKER'S NONVERBAL CUES

Your nonverbal language reflects your attitudes, emotions, state of
mind, and related messages. Nonverbal cues include:

+-----------------------------------+-----------------------------------+
| -   Vocal intonation:             | -   Body language:                |
|                                   |                                   |
| ```{=html}                        | ```{=html}                        |
| <!-- -->                          | <!-- -->                          |
| ```                               | ```                               |
| -   Pitch, tone, inflection,      | -   Posture, body position        |
|     volume                        |                                   |
|                                   | -   Head movements                |
| -   Rhythm, timing                |                                   |
|                                   | -   Eye movement, eye contact     |
| ```{=html}                        |                                   |
| <!-- -->                          | -   Facial expressions            |
| ```                               |                                   |
| -   Silence                       | -   Fidgeting, yawning            |
|                                   |                                   |
| -   Personal space                | -   Touching                      |
|                                   |                                   |
| -   Styles of dress:              |                                   |
|                                   |                                   |
| ```{=html}                        |                                   |
| <!-- -->                          |                                   |
| ```                               |                                   |
| -   Uniform (conveys authority,   |                                   |
|     power)                        |                                   |
|                                   |                                   |
| -   Casual vs. dressy             |                                   |
+-----------------------------------+-----------------------------------+

LISTENER'S NONVERBAL CUES

+------------------------------+---------------------------------------+
| **Indicators of . . .**      |                                       |
+------------------------------+---------------------------------------+
| **Boredom**                  | -   Slouching in one's seat           |
|                              |                                       |
|                              | -   Yawning                           |
|                              |                                       |
|                              | -   Staring out the window            |
|                              |                                       |
|                              | -   Lack of eye contact               |
|                              |                                       |
|                              | -   Neutral expression                |
|                              |                                       |
|                              | -   Fidgeting                         |
|                              |                                       |
|                              | -   Closed posture                    |
|                              |                                       |
|                              | -   Drifting attention                |
|                              |                                       |
|                              | -   Slowness to respond               |
|                              |                                       |
|                              | -   Neutral or "slurred" speech       |
+------------------------------+---------------------------------------+
| **Frustration**              | -   Rubbing forehead with hand        |
|                              |                                       |
|                              | -   Tense, worried expression         |
|                              |                                       |
|                              | -   Throwing hands up in the air      |
+------------------------------+---------------------------------------+
| **Agreement,\                | -   Leaning toward the speaker        |
| Enthusiasm**                 |                                       |
|                              | -   Making eye contact                |
|                              |                                       |
|                              | -   Touching the speaker's arm or     |
|                              |     hand                              |
|                              |                                       |
|                              | -   Nodding head                      |
|                              |                                       |
|                              | -   Relaxed, open posture             |
|                              |                                       |
|                              | -   Smiling or laughing               |
|                              |                                       |
|                              | -   Faster speech                     |
|                              |                                       |
|                              | -   Higher pitch                      |
+------------------------------+---------------------------------------+
| **Disagreement,\             | -   Frowning                          |
| Confusion**                  |                                       |
|                              | -   Shaking head                      |
|                              |                                       |
|                              | -   Leaning back or away              |
|                              |                                       |
|                              | -   Pursing lips                      |
|                              |                                       |
|                              | -   Tightened jaw and closed posture  |
|                              |                                       |
|                              | -   Staring elsewhere                 |
|                              |                                       |
|                              | -   Shallow, rapid breathing          |
|                              |                                       |
|                              | -   Limited facial expression and     |
|                              |     hand gestures                     |
|                              |                                       |
|                              | -   Slower speech                     |
|                              |                                       |
|                              | -   Lower pitch                       |
+------------------------------+---------------------------------------+
| ######### Evaluation         | -   Chewing on eyeglass frames        |
|                              |                                       |
|                              | -   Wearing a thoughtful, intense     |
|                              |     expression                        |
+------------------------------+---------------------------------------+

# Job Aid 7.1

# Tips to Reduce Fear of Public Speaking

Preparation

-   Know your audience.

-   Preview the venue, if possible.

-   Do your research and know your facts.

-   Consider the emotional issues of your message.

-   Anticipate the questions you may be asked and prepare answers.

Practice

-   Present the speech aloud, to yourself, until it is completely
    familiar.

-   Read the speech in front of a mirror and ensure that your body
    language aids your message.

-   Seize all opportunities to speak aloud so that you become more
    comfortable (e.g., ask questions in meetings, join Toastmasters or
    another public-speaking group, speak to small friendly groups,
    present slides to your family, or teach a course).

Acceptance and Relaxation

-   Accept your nervousness as normal.

-   Accept that you may misspeak during your presentation and plan to
    correct yourself immediately and smoothly.

-   Use relaxation techniques, such as:

```{=html}
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```
-   Stretching.

-   Muscle tensing and relaxing.

-   Deep breathing.

-   Body alignment.

-   Consciously choosing to let go of tension.

-   Visualizing an effective presentation.

# Job Aid 7.2

# Preparing an Oral Presentation

**Plan the Presentation**

-   Determine the occasion and the goal of the presentation.

-   Learn about the audience so that you can tailor your message
    accordingly:

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```
-   Age range

-   Gender ratio

-   Size of the group

-   Common interests

-   Hot issues

```{=html}
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```
-   Investigate the logistics:

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```
-   Room size

-   Available equipment

-   Number of other speakers

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```
-   Be succinct. Plan to speak briefly and clearly.

**Develop the Presentation**

-   Decide the type of speech that is appropriate:

```{=html}
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```
-   Informational

-   Motivational

-   A combination of both types

```{=html}
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```
-   Determine the audience's special needs:

```{=html}
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```
-   Cultural

-   Language

-   Physical characteristics

```{=html}
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```
-   Outline the presentation:

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```
-   Introduce the topic.

-   Clarify your opinion.

-   Identify key messages.

-   Establish a logical sequence.

```{=html}
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```
-   Identify the information or research required to support key points
    from:

```{=html}
<!-- -->
```
-   Colleagues

-   Libraries

-   Files

# Job Aid 7.2

# Preparing an Oral Presentation (Continued)

######## Write the Presentation

######## Introduction

The beginning of the speech establishes your relationship with the
audience and lets them know what to expect. This is the time and place
in which you would:

-   Introduce yourself and establish credibility.

-   Express a single, topic sentence that captures the essence of your
    message.

-   Get your audience's attention through:

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```
-   Relevant humor.

-   Provocative statements.

-   Startling facts.

-   Rhetorical questions.

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```
-   Make your personal stance clear.

####### *Discussion*

This section should illustrate or prove your viewpoint. Here you should:

-   Present your main points.

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```
-   Use statistics.

-   Provide details.

-   Draw analogies.

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```
-   Stir emotion in the audience.

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```
-   Personalize your message through anecdotes or examples.

-   Let your enthusiasm and sincerity show.

-   Use vivid language.

######## Conclusion

The end of a speech should be as carefully orchestrated as the other
sections. Do not end a speech abruptly. Follow these steps:

-   Tell the audience that you are about to bring your remarks to a
    close.

-   Summarize your main points briefly.

-   Make a parting statement that is memorable.

# Job Aid 7.3

# Delivering an Oral Presentation

######## Develop a Delivery Strategy

-   How do you wish to appear?

-   What tone is appropriate for the subject matter and audience?

-   How can you use body language effectively?

-   Should you anticipate speech anxiety?

-   How long should you speak?

######## Practice

-   Practice repeatedly until you are completely familiar with the
    content. Rehearse the opening of your speech until you have it
    memorized. (This strategy will help you to relax.)

-   Become comfortable with the pronunciation and enunciation of your
    material.

-   Present your speech in front of a mirror with a watch to check your
    pacing and ensure that your message fits the allotted time.

-   Ask an observer to provide feedback to refine your posture, eye
    contact, and gestures.

```{=html}
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```
-   Stand upright and relaxed.

-   Make eye contact with people in various parts of the room.

-   Try to gesture an average of twice in each sentence.

-   Turn your torso to face various parts of the audience.

-   Use volume, pitch, and emphasis to maximize your message.

```{=html}
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```
-   If possible, videotape your practice session. Otherwise, tape record
    yourself.

-   Use pauses for impact before you begin and during speech
    transitions.

+---+---+--------------------------------------------------------------+
| 1 | D |                                                              |
| \ | i |                                                              |
| . | f |                                                              |
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|   | a |                                                              |
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|   | h |                                                              |
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|   | d |                                                              |
|   | i |                                                              |
|   | f |                                                              |
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|   | o |                                                              |
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|   | o |                                                              |
|   | m |                                                              |
|   | m |                                                              |
|   | u |                                                              |
|   | n |                                                              |
|   | i |                                                              |
|   | c |                                                              |
|   | a |                                                              |
|   | t |                                                              |
|   | i |                                                              |
|   | n |                                                              |
|   | g |                                                              |
|   | s |                                                              |
|   | u |                                                              |
|   | c |                                                              |
|   | c |                                                              |
|   | e |                                                              |
|   | s |                                                              |
|   | s |                                                              |
|   | f |                                                              |
|   | u |                                                              |
|   | l |                                                              |
|   | l |                                                              |
|   | y |                                                              |
|   | . |                                                              |
+---+---+--------------------------------------------------------------+
|   | a | True                                                         |
|   | \ |                                                              |
|   | . |                                                              |
+---+---+--------------------------------------------------------------+
|   | b | False                                                        |
|   | \ |                                                              |
|   | . |                                                              |
+---+---+--------------------------------------------------------------+
| 2 | A |                                                              |
| \ | c |                                                              |
| . | t |                                                              |
|   | i |                                                              |
|   | v |                                                              |
|   | e |                                                              |
|   | l |                                                              |
|   | i |                                                              |
|   | s |                                                              |
|   | t |                                                              |
|   | e |                                                              |
|   | n |                                                              |
|   | i |                                                              |
|   | n |                                                              |
|   | g |                                                              |
|   | i |                                                              |
|   | n |                                                              |
|   | v |                                                              |
|   | o |                                                              |
|   | l |                                                              |
|   | v |                                                              |
|   | e |                                                              |
|   | s |                                                              |
|   | : |                                                              |
+---+---+--------------------------------------------------------------+
|   | a | Completing the speaker's sentence.                           |
|   | \ |                                                              |
|   | . | Attending to the facts, not feelings.                        |
|   |   |                                                              |
|   | b | Making assumptions about what the speaker is saying.         |
|   | \ |                                                              |
|   | . | Paraphrasing what the speaker said.                          |
|   |   |                                                              |
|   | c |                                                              |
|   | \ |                                                              |
|   | . |                                                              |
|   |   |                                                              |
|   | d |                                                              |
|   | \ |                                                              |
|   | . |                                                              |
+---+---+--------------------------------------------------------------+
| 3 | W |                                                              |
| \ | h |                                                              |
| . | i |                                                              |
|   | c |                                                              |
|   | h |                                                              |
|   | o |                                                              |
|   | f |                                                              |
|   | t |                                                              |
|   | h |                                                              |
|   | e |                                                              |
|   | f |                                                              |
|   | o |                                                              |
|   | l |                                                              |
|   | l |                                                              |
|   | o |                                                              |
|   | w |                                                              |
|   | i |                                                              |
|   | n |                                                              |
|   | g |                                                              |
|   | i |                                                              |
|   | s |                                                              |
|   | a |                                                              |
|   | n |                                                              |
|   | [ |                                                              |
|   | e |                                                              |
|   | x |                                                              |
|   | t |                                                              |
|   | e |                                                              |
|   | r |                                                              |
|   | n |                                                              |
|   | a |                                                              |
|   | l |                                                              |
|   | ] |                                                              |
|   | { |                                                              |
|   | . |                                                              |
|   | u |                                                              |
|   | n |                                                              |
|   | d |                                                              |
|   | e |                                                              |
|   | r |                                                              |
|   | l |                                                              |
|   | i |                                                              |
|   | n |                                                              |
|   | e |                                                              |
|   | } |                                                              |
|   | r |                                                              |
|   | o |                                                              |
|   | a |                                                              |
|   | d |                                                              |
|   | b |                                                              |
|   | l |                                                              |
|   | o |                                                              |
|   | c |                                                              |
|   | k |                                                              |
|   | t |                                                              |
|   | o |                                                              |
|   | e |                                                              |
|   | f |                                                              |
|   | f |                                                              |
|   | e |                                                              |
|   | c |                                                              |
|   | t |                                                              |
|   | i |                                                              |
|   | v |                                                              |
|   | e |                                                              |
|   | l |                                                              |
|   | i |                                                              |
|   | s |                                                              |
|   | t |                                                              |
|   | e |                                                              |
|   | n |                                                              |
|   | i |                                                              |
|   | n |                                                              |
|   | g |                                                              |
|   | ? |                                                              |
+---+---+--------------------------------------------------------------+
|   | a | Noise                                                        |
|   | \ |                                                              |
|   | . | Defensiveness                                                |
|   |   |                                                              |
|   | b | Resistance to change                                         |
|   | \ |                                                              |
|   | . | Stereotyping                                                 |
|   |   |                                                              |
|   | c |                                                              |
|   | \ |                                                              |
|   | . |                                                              |
|   |   |                                                              |
|   | d |                                                              |
|   | \ |                                                              |
|   | . |                                                              |
+---+---+--------------------------------------------------------------+
| 4 | W |                                                              |
| \ | h |                                                              |
| . | i |                                                              |
|   | c |                                                              |
|   | h |                                                              |
|   | o |                                                              |
|   | f |                                                              |
|   | t |                                                              |
|   | h |                                                              |
|   | e |                                                              |
|   | f |                                                              |
|   | o |                                                              |
|   | l |                                                              |
|   | l |                                                              |
|   | o |                                                              |
|   | w |                                                              |
|   | i |                                                              |
|   | n |                                                              |
|   | g |                                                              |
|   | m |                                                              |
|   | e |                                                              |
|   | d |                                                              |
|   | i |                                                              |
|   | a |                                                              |
|   | w |                                                              |
|   | o |                                                              |
|   | u |                                                              |
|   | l |                                                              |
|   | d |                                                              |
|   | y |                                                              |
|   | o |                                                              |
|   | u |                                                              |
|   | [ |                                                              |
|   | n |                                                              |
|   | o |                                                              |
|   | t |                                                              |
|   | ] |                                                              |
|   | { |                                                              |
|   | . |                                                              |
|   | u |                                                              |
|   | n |                                                              |
|   | d |                                                              |
|   | e |                                                              |
|   | r |                                                              |
|   | l |                                                              |
|   | i |                                                              |
|   | n |                                                              |
|   | e |                                                              |
|   | } |                                                              |
|   | u |                                                              |
|   | s |                                                              |
|   | e |                                                              |
|   | t |                                                              |
|   | o |                                                              |
|   | i |                                                              |
|   | n |                                                              |
|   | f |                                                              |
|   | o |                                                              |
|   | r |                                                              |
|   | m |                                                              |
|   | t |                                                              |
|   | h |                                                              |
|   | e |                                                              |
|   | p |                                                              |
|   | u |                                                              |
|   | b |                                                              |
|   | l |                                                              |
|   | i |                                                              |
|   | c |                                                              |
|   | o |                                                              |
|   | f |                                                              |
|   | a |                                                              |
|   | n |                                                              |
|   | a |                                                              |
|   | p |                                                              |
|   | p |                                                              |
|   | r |                                                              |
|   | o |                                                              |
|   | a |                                                              |
|   | c |                                                              |
|   | h |                                                              |
|   | i |                                                              |
|   | n |                                                              |
|   | g |                                                              |
|   | t |                                                              |
|   | o |                                                              |
|   | r |                                                              |
|   | n |                                                              |
|   | a |                                                              |
|   | d |                                                              |
|   | o |                                                              |
|   | ? |                                                              |
+---+---+--------------------------------------------------------------+
|   | a | A siren                                                      |
|   | \ |                                                              |
|   | . | A radio announcement                                         |
|   |   |                                                              |
|   | b | A newspaper article                                          |
|   | \ |                                                              |
|   | . | A television crawl message                                   |
|   |   |                                                              |
|   | c |                                                              |
|   | \ |                                                              |
|   | . |                                                              |
|   |   |                                                              |
|   | d |                                                              |
|   | \ |                                                              |
|   | . |                                                              |
+---+---+--------------------------------------------------------------+
| 5 | W |                                                              |
| \ | h |                                                              |
| . | e |                                                              |
|   | n |                                                              |
|   | c |                                                              |
|   | o |                                                              |
|   | m |                                                              |
|   | m |                                                              |
|   | u |                                                              |
|   | n |                                                              |
|   | i |                                                              |
|   | c |                                                              |
|   | a |                                                              |
|   | t |                                                              |
|   | i |                                                              |
|   | n |                                                              |
|   | g |                                                              |
|   | v |                                                              |
|   | i |                                                              |
|   | a |                                                              |
|   | e |                                                              |
|   | - |                                                              |
|   | m |                                                              |
|   | a |                                                              |
|   | i |                                                              |
|   | l |                                                              |
|   | , |                                                              |
|   | y |                                                              |
|   | o |                                                              |
|   | u |                                                              |
|   | s |                                                              |
|   | h |                                                              |
|   | o |                                                              |
|   | u |                                                              |
|   | l |                                                              |
|   | d |                                                              |
|   | : |                                                              |
+---+---+--------------------------------------------------------------+
|   | a | Use complete sentences and proper grammar.                   |
|   | \ |                                                              |
|   | . | Truncate the message to save space.                          |
|   |   |                                                              |
|   | b | Use all abbreviations and acronyms used on your job.         |
|   | \ |                                                              |
|   | . | Block the receiver from forwarding or printing the message.  |
|   |   |                                                              |
|   | c |                                                              |
|   | \ |                                                              |
|   | . |                                                              |
|   |   |                                                              |
|   | d |                                                              |
|   | \ |                                                              |
|   | . |                                                              |
+---+---+--------------------------------------------------------------+
| 6 | O |                                                              |
| \ | n |                                                              |
| . | e |                                                              |
|   | d |                                                              |
|   | i |                                                              |
|   | f |                                                              |
|   | f |                                                              |
|   | e |                                                              |
|   | r |                                                              |
|   | e |                                                              |
|   | n |                                                              |
|   | c |                                                              |
|   | e |                                                              |
|   | b |                                                              |
|   | e |                                                              |
|   | t |                                                              |
|   | w |                                                              |
|   | e |                                                              |
|   | e |                                                              |
|   | n |                                                              |
|   | e |                                                              |
|   | m |                                                              |
|   | e |                                                              |
|   | r |                                                              |
|   | g |                                                              |
|   | e |                                                              |
|   | n |                                                              |
|   | c |                                                              |
|   | y |                                                              |
|   | a |                                                              |
|   | n |                                                              |
|   | d |                                                              |
|   | d |                                                              |
|   | a |                                                              |
|   | y |                                                              |
|   | - |                                                              |
|   | t |                                                              |
|   | o |                                                              |
|   | - |                                                              |
|   | d |                                                              |
|   | a |                                                              |
|   | y |                                                              |
|   | c |                                                              |
|   | o |                                                              |
|   | m |                                                              |
|   | m |                                                              |
|   | u |                                                              |
|   | n |                                                              |
|   | i |                                                              |
|   | c |                                                              |
|   | a |                                                              |
|   | t |                                                              |
|   | i |                                                              |
|   | o |                                                              |
|   | n |                                                              |
|   | s |                                                              |
|   | i |                                                              |
|   | s |                                                              |
|   | t |                                                              |
|   | h |                                                              |
|   | a |                                                              |
|   | t |                                                              |
|   | : |                                                              |
+---+---+--------------------------------------------------------------+
|   | a | Day-to-day communications are more critical.                 |
|   | \ |                                                              |
|   | . | Day-to-day communications are more timely.                   |
|   |   |                                                              |
|   | b | Emergency communications require no response.                |
|   | \ |                                                              |
|   | . | Emergency communications must be consistent.                 |
|   |   |                                                              |
|   | c |                                                              |
|   | \ |                                                              |
|   | . |                                                              |
|   |   |                                                              |
|   | d |                                                              |
|   | \ |                                                              |
|   | . |                                                              |
+---+---+--------------------------------------------------------------+

+---+---+--------------------------------------------------------------+
| 7 | P |                                                              |
| \ | r |                                                              |
| . | i |                                                              |
|   | n |                                                              |
|   | t |                                                              |
|   | c |                                                              |
|   | o |                                                              |
|   | m |                                                              |
|   | m |                                                              |
|   | u |                                                              |
|   | n |                                                              |
|   | i |                                                              |
|   | c |                                                              |
|   | a |                                                              |
|   | t |                                                              |
|   | i |                                                              |
|   | o |                                                              |
|   | n |                                                              |
|   | d |                                                              |
|   | u |                                                              |
|   | r |                                                              |
|   | i |                                                              |
|   | n |                                                              |
|   | g |                                                              |
|   | a |                                                              |
|   | n |                                                              |
|   | e |                                                              |
|   | m |                                                              |
|   | e |                                                              |
|   | r |                                                              |
|   | g |                                                              |
|   | e |                                                              |
|   | n |                                                              |
|   | c |                                                              |
|   | y |                                                              |
|   | : |                                                              |
+---+---+--------------------------------------------------------------+
|   | a | Helps to ensure proper documentation.                        |
|   | \ |                                                              |
|   | . | Takes too much time to prepare.                              |
|   |   |                                                              |
|   | b | Is fluid and dynamic.                                        |
|   | \ |                                                              |
|   | . | Warns a community quickly of impending dangers.              |
|   |   |                                                              |
|   | c |                                                              |
|   | \ |                                                              |
|   | . |                                                              |
|   |   |                                                              |
|   | d |                                                              |
|   | \ |                                                              |
|   | . |                                                              |
+---+---+--------------------------------------------------------------+
| 8 | O |                                                              |
| \ | u |                                                              |
| . | r |                                                              |
|   | t |                                                              |
|   | r |                                                              |
|   | a |                                                              |
|   | d |                                                              |
|   | i |                                                              |
|   | t |                                                              |
|   | i |                                                              |
|   | o |                                                              |
|   | n |                                                              |
|   | s |                                                              |
|   | s |                                                              |
|   | h |                                                              |
|   | a |                                                              |
|   | p |                                                              |
|   | e |                                                              |
|   | h |                                                              |
|   | o |                                                              |
|   | w |                                                              |
|   | w |                                                              |
|   | e |                                                              |
|   | i |                                                              |
|   | n |                                                              |
|   | t |                                                              |
|   | e |                                                              |
|   | r |                                                              |
|   | a |                                                              |
|   | c |                                                              |
|   | t |                                                              |
|   | w |                                                              |
|   | i |                                                              |
|   | t |                                                              |
|   | h |                                                              |
|   | o |                                                              |
|   | t |                                                              |
|   | h |                                                              |
|   | e |                                                              |
|   | r |                                                              |
|   | s |                                                              |
|   | . |                                                              |
+---+---+--------------------------------------------------------------+
|   | a | True                                                         |
|   | \ |                                                              |
|   | . | False                                                        |
|   |   |                                                              |
|   | b |                                                              |
|   | \ |                                                              |
|   | . |                                                              |
+---+---+--------------------------------------------------------------+
| 9 | C |                                                              |
| \ | u |                                                              |
| . | l |                                                              |
|   | t |                                                              |
|   | u |                                                              |
|   | r |                                                              |
|   | a |                                                              |
|   | l |                                                              |
|   | d |                                                              |
|   | i |                                                              |
|   | f |                                                              |
|   | f |                                                              |
|   | e |                                                              |
|   | r |                                                              |
|   | e |                                                              |
|   | n |                                                              |
|   | c |                                                              |
|   | e |                                                              |
|   | s |                                                              |
|   | : |                                                              |
+---+---+--------------------------------------------------------------+
|   | a | Are forgotten in an emergency.                               |
|   | \ |                                                              |
|   | . | Reflect internal beliefs and thought patterns.               |
|   |   |                                                              |
|   | b | Are rarely the cause of misunderstandings.                   |
|   | \ |                                                              |
|   | . | Reflect the media "spin" on diversity.                       |
|   |   |                                                              |
|   | c |                                                              |
|   | \ |                                                              |
|   | . |                                                              |
|   |   |                                                              |
|   | d |                                                              |
|   | \ |                                                              |
|   | . |                                                              |
+---+---+--------------------------------------------------------------+
| 1 | H |                                                              |
| 0 | o |                                                              |
| \ | w |                                                              |
| . | c |                                                              |
|   | a |                                                              |
|   | n |                                                              |
|   | y |                                                              |
|   | o |                                                              |
|   | u |                                                              |
|   | t |                                                              |
|   | e |                                                              |
|   | l |                                                              |
|   | l |                                                              |
|   | " |                                                              |
|   | i |                                                              |
|   | n |                                                              |
|   | t |                                                              |
|   | h |                                                              |
|   | e |                                                              |
|   | m |                                                              |
|   | o |                                                              |
|   | m |                                                              |
|   | e |                                                              |
|   | n |                                                              |
|   | t |                                                              |
|   | " |                                                              |
|   | t |                                                              |
|   | h |                                                              |
|   | a |                                                              |
|   | t |                                                              |
|   | y |                                                              |
|   | o |                                                              |
|   | u |                                                              |
|   | r |                                                              |
|   | m |                                                              |
|   | e |                                                              |
|   | s |                                                              |
|   | s |                                                              |
|   | a |                                                              |
|   | g |                                                              |
|   | e |                                                              |
|   | i |                                                              |
|   | s |                                                              |
|   | n |                                                              |
|   | ' |                                                              |
|   | t |                                                              |
|   | b |                                                              |
|   | e |                                                              |
|   | i |                                                              |
|   | n |                                                              |
|   | g |                                                              |
|   | r |                                                              |
|   | e |                                                              |
|   | c |                                                              |
|   | e |                                                              |
|   | i |                                                              |
|   | v |                                                              |
|   | e |                                                              |
|   | d |                                                              |
|   | ? |                                                              |
+---+---+--------------------------------------------------------------+
|   | a | Rely on the individual asking a question.                    |
|   | \ |                                                              |
|   | . | Look for changes in body language.                           |
|   |   |                                                              |
|   | b | Ask the audience if they understand.                         |
|   | \ |                                                              |
|   | . | See how the audience responds in an emergency.               |
|   |   |                                                              |
|   | c |                                                              |
|   | \ |                                                              |
|   | . |                                                              |
|   |   |                                                              |
|   | d |                                                              |
|   | \ |                                                              |
|   | . |                                                              |
+---+---+--------------------------------------------------------------+
| 1 | W |                                                              |
| 1 | h |                                                              |
| \ | e |                                                              |
| . | n |                                                              |
|   | p |                                                              |
|   | l |                                                              |
|   | a |                                                              |
|   | n |                                                              |
|   | n |                                                              |
|   | i |                                                              |
|   | n |                                                              |
|   | g |                                                              |
|   | c |                                                              |
|   | o |                                                              |
|   | m |                                                              |
|   | m |                                                              |
|   | u |                                                              |
|   | n |                                                              |
|   | i |                                                              |
|   | c |                                                              |
|   | a |                                                              |
|   | t |                                                              |
|   | i |                                                              |
|   | o |                                                              |
|   | n |                                                              |
|   | s |                                                              |
|   | , |                                                              |
|   | y |                                                              |
|   | o |                                                              |
|   | u |                                                              |
|   | m |                                                              |
|   | u |                                                              |
|   | s |                                                              |
|   | t |                                                              |
|   | c |                                                              |
|   | o |                                                              |
|   | n |                                                              |
|   | s |                                                              |
|   | i |                                                              |
|   | d |                                                              |
|   | e |                                                              |
|   | r |                                                              |
|   | a |                                                              |
|   | g |                                                              |
|   | e |                                                              |
|   | a |                                                              |
|   | n |                                                              |
|   | d |                                                              |
|   | d |                                                              |
|   | i |                                                              |
|   | s |                                                              |
|   | a |                                                              |
|   | b |                                                              |
|   | l |                                                              |
|   | i |                                                              |
|   | n |                                                              |
|   | g |                                                              |
|   | c |                                                              |
|   | o |                                                              |
|   | n |                                                              |
|   | d |                                                              |
|   | i |                                                              |
|   | t |                                                              |
|   | i |                                                              |
|   | o |                                                              |
|   | n |                                                              |
|   | t |                                                              |
|   | o |                                                              |
|   | g |                                                              |
|   | e |                                                              |
|   | t |                                                              |
|   | h |                                                              |
|   | e |                                                              |
|   | r |                                                              |
|   | w |                                                              |
|   | i |                                                              |
|   | t |                                                              |
|   | h |                                                              |
|   | c |                                                              |
|   | u |                                                              |
|   | l |                                                              |
|   | t |                                                              |
|   | u |                                                              |
|   | r |                                                              |
|   | a |                                                              |
|   | l |                                                              |
|   | d |                                                              |
|   | i |                                                              |
|   | f |                                                              |
|   | f |                                                              |
|   | e |                                                              |
|   | r |                                                              |
|   | e |                                                              |
|   | n |                                                              |
|   | c |                                                              |
|   | e |                                                              |
|   | s |                                                              |
|   | . |                                                              |
+---+---+--------------------------------------------------------------+
|   | a | True                                                         |
|   | \ |                                                              |
|   | . | False                                                        |
|   |   |                                                              |
|   | b |                                                              |
|   | \ |                                                              |
|   | . |                                                              |
+---+---+--------------------------------------------------------------+
| 1 | O |                                                              |
| 2 | n |                                                              |
| \ | e |                                                              |
| . | s |                                                              |
|   | t |                                                              |
|   | e |                                                              |
|   | p |                                                              |
|   | t |                                                              |
|   | h |                                                              |
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|   | u |                                                              |
|   | a |                                                              |
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|   | o |                                                              |
|   | u |                                                              |
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|   | c |                                                              |
|   | u |                                                              |
|   | l |                                                              |
|   | t |                                                              |
|   | u |                                                              |
|   | r |                                                              |
|   | a |                                                              |
|   | l |                                                              |
|   | d |                                                              |
|   | i |                                                              |
|   | f |                                                              |
|   | f |                                                              |
|   | e |                                                              |
|   | r |                                                              |
|   | e |                                                              |
|   | n |                                                              |
|   | c |                                                              |
|   | e |                                                              |
|   | s |                                                              |
|   | w |                                                              |
|   | h |                                                              |
|   | e |                                                              |
|   | n |                                                              |
|   | c |                                                              |
|   | o |                                                              |
|   | m |                                                              |
|   | m |                                                              |
|   | u |                                                              |
|   | n |                                                              |
|   | i |                                                              |
|   | c |                                                              |
|   | a |                                                              |
|   | t |                                                              |
|   | i |                                                              |
|   | n |                                                              |
|   | g |                                                              |
|   | i |                                                              |
|   | s |                                                              |
|   | t |                                                              |
|   | o |                                                              |
|   | : |                                                              |
+---+---+--------------------------------------------------------------+
|   | a | Apologize when you inadvertently cause negative behavior.    |
|   | \ |                                                              |
|   | . | Assume that gestures are similar and use them freely.        |
|   |   |                                                              |
|   | b | Ask the audience what their cultural issues are, then        |
|   | \ | address them.                                                |
|   | . |                                                              |
|   |   | Start with the assumption of differences in how people think |
|   | c | and react.                                                   |
|   | \ |                                                              |
|   | . |                                                              |
|   |   |                                                              |
|   | d |                                                              |
|   | \ |                                                              |
|   | . |                                                              |
+---+---+--------------------------------------------------------------+
| 1 | T |                                                              |
| 3 | h |                                                              |
| \ | e |                                                              |
| . | t |                                                              |
|   | e |                                                              |
|   | c |                                                              |
|   | h |                                                              |
|   | n |                                                              |
|   | o |                                                              |
|   | l |                                                              |
|   | o |                                                              |
|   | g |                                                              |
|   | y |                                                              |
|   | c |                                                              |
|   | h |                                                              |
|   | o |                                                              |
|   | s |                                                              |
|   | e |                                                              |
|   | n |                                                              |
|   | r |                                                              |
|   | a |                                                              |
|   | r |                                                              |
|   | e |                                                              |
|   | l |                                                              |
|   | y |                                                              |
|   | a |                                                              |
|   | f |                                                              |
|   | f |                                                              |
|   | e |                                                              |
|   | c |                                                              |
|   | t |                                                              |
|   | s |                                                              |
|   | t |                                                              |
|   | h |                                                              |
|   | e |                                                              |
|   | c |                                                              |
|   | o |                                                              |
|   | m |                                                              |
|   | m |                                                              |
|   | u |                                                              |
|   | n |                                                              |
|   | i |                                                              |
|   | c |                                                              |
|   | a |                                                              |
|   | t |                                                              |
|   | i |                                                              |
|   | o |                                                              |
|   | n |                                                              |
|   | . |                                                              |
+---+---+--------------------------------------------------------------+
|   | a | True                                                         |
|   | \ |                                                              |
|   | . | False                                                        |
|   |   |                                                              |
|   | b |                                                              |
|   | \ |                                                              |
|   | . |                                                              |
+---+---+--------------------------------------------------------------+

+---+---+--------------------------------------------------------------+
| 1 | O |                                                              |
| 4 | n |                                                              |
| \ | e |                                                              |
| . | r |                                                              |
|   | e |                                                              |
|   | a |                                                              |
|   | s |                                                              |
|   | o |                                                              |
|   | n |                                                              |
|   | t |                                                              |
|   | o |                                                              |
|   | s |                                                              |
|   | e |                                                              |
|   | l |                                                              |
|   | e |                                                              |
|   | c |                                                              |
|   | t |                                                              |
|   | t |                                                              |
|   | h |                                                              |
|   | e |                                                              |
|   | b |                                                              |
|   | e |                                                              |
|   | s |                                                              |
|   | t |                                                              |
|   | t |                                                              |
|   | e |                                                              |
|   | c |                                                              |
|   | h |                                                              |
|   | n |                                                              |
|   | o |                                                              |
|   | l |                                                              |
|   | o |                                                              |
|   | g |                                                              |
|   | y |                                                              |
|   | t |                                                              |
|   | o |                                                              |
|   | s |                                                              |
|   | u |                                                              |
|   | p |                                                              |
|   | p |                                                              |
|   | o |                                                              |
|   | r |                                                              |
|   | t |                                                              |
|   | y |                                                              |
|   | o |                                                              |
|   | u |                                                              |
|   | r |                                                              |
|   | m |                                                              |
|   | e |                                                              |
|   | s |                                                              |
|   | s |                                                              |
|   | a |                                                              |
|   | g |                                                              |
|   | e |                                                              |
|   | i |                                                              |
|   | s |                                                              |
|   | t |                                                              |
|   | o |                                                              |
|   | : |                                                              |
+---+---+--------------------------------------------------------------+
|   | a | Make communication easier for you.                           |
|   | \ |                                                              |
|   | . | Maximize the message's impact.                               |
|   |   |                                                              |
|   | b | Form a correlation between the technology and its            |
|   | \ | effectiveness.                                               |
|   | . |                                                              |
|   |   | Correct problems found in previous communications.           |
|   | c |                                                              |
|   | \ |                                                              |
|   | . |                                                              |
|   |   |                                                              |
|   | d |                                                              |
|   | \ |                                                              |
|   | . |                                                              |
+---+---+--------------------------------------------------------------+
| 1 | A |                                                              |
| 5 | t |                                                              |
| \ | e |                                                              |
| . | c |                                                              |
|   | h |                                                              |
|   | n |                                                              |
|   | o |                                                              |
|   | l |                                                              |
|   | o |                                                              |
|   | g |                                                              |
|   | y |                                                              |
|   | t |                                                              |
|   | o |                                                              |
|   | o |                                                              |
|   | l |                                                              |
|   | t |                                                              |
|   | h |                                                              |
|   | a |                                                              |
|   | t |                                                              |
|   | m |                                                              |
|   | a |                                                              |
|   | y |                                                              |
|   | b |                                                              |
|   | e |                                                              |
|   | u |                                                              |
|   | s |                                                              |
|   | e |                                                              |
|   | f |                                                              |
|   | u |                                                              |
|   | l |                                                              |
|   | w |                                                              |
|   | h |                                                              |
|   | e |                                                              |
|   | n |                                                              |
|   | t |                                                              |
|   | h |                                                              |
|   | e |                                                              |
|   | c |                                                              |
|   | o |                                                              |
|   | m |                                                              |
|   | m |                                                              |
|   | u |                                                              |
|   | n |                                                              |
|   | i |                                                              |
|   | t |                                                              |
|   | y |                                                              |
|   | ' |                                                              |
|   | s |                                                              |
|   | s |                                                              |
|   | i |                                                              |
|   | r |                                                              |
|   | e |                                                              |
|   | n |                                                              |
|   | w |                                                              |
|   | a |                                                              |
|   | r |                                                              |
|   | n |                                                              |
|   | i |                                                              |
|   | n |                                                              |
|   | g |                                                              |
|   | s |                                                              |
|   | y |                                                              |
|   | s |                                                              |
|   | t |                                                              |
|   | e |                                                              |
|   | m |                                                              |
|   | i |                                                              |
|   | s |                                                              |
|   | n |                                                              |
|   | o |                                                              |
|   | t |                                                              |
|   | w |                                                              |
|   | o |                                                              |
|   | r |                                                              |
|   | k |                                                              |
|   | i |                                                              |
|   | n |                                                              |
|   | g |                                                              |
|   | i |                                                              |
|   | s |                                                              |
|   | : |                                                              |
+---+---+--------------------------------------------------------------+
|   | a | Telephone                                                    |
|   | \ |                                                              |
|   | . | TDD                                                          |
|   |   |                                                              |
|   | b | Radio                                                        |
|   | \ |                                                              |
|   | . | Mobile PA system                                             |
|   |   |                                                              |
|   | c |                                                              |
|   | \ |                                                              |
|   | . |                                                              |
|   |   |                                                              |
|   | d |                                                              |
|   | \ |                                                              |
|   | . |                                                              |
+---+---+--------------------------------------------------------------+
| 1 | W |                                                              |
| 6 | h |                                                              |
| \ | e |                                                              |
| . | n |                                                              |
|   | c |                                                              |
|   | o |                                                              |
|   | m |                                                              |
|   | m |                                                              |
|   | u |                                                              |
|   | n |                                                              |
|   | i |                                                              |
|   | c |                                                              |
|   | a |                                                              |
|   | t |                                                              |
|   | i |                                                              |
|   | n |                                                              |
|   | g |                                                              |
|   | v |                                                              |
|   | i |                                                              |
|   | a |                                                              |
|   | t |                                                              |
|   | w |                                                              |
|   | o |                                                              |
|   | - |                                                              |
|   | w |                                                              |
|   | a |                                                              |
|   | y |                                                              |
|   | r |                                                              |
|   | a |                                                              |
|   | d |                                                              |
|   | i |                                                              |
|   | o |                                                              |
|   | : |                                                              |
+---+---+--------------------------------------------------------------+
|   | a | It is ok to use codes because others know them.              |
|   | \ |                                                              |
|   | . | It is important to provide as much information as possible.  |
|   |   |                                                              |
|   | b | It is possible for other people to overhear the message.     |
|   | \ |                                                              |
|   | . | It is suggested that you tape record for future              |
|   |   | documentation.                                               |
|   | c |                                                              |
|   | \ |                                                              |
|   | . |                                                              |
|   |   |                                                              |
|   | d |                                                              |
|   | \ |                                                              |
|   | . |                                                              |
+---+---+--------------------------------------------------------------+
| 1 | H |                                                              |
| 7 | i |                                                              |
| \ | g |                                                              |
| . | h |                                                              |
|   | - |                                                              |
|   | t |                                                              |
|   | e |                                                              |
|   | c |                                                              |
|   | h |                                                              |
|   | m |                                                              |
|   | e |                                                              |
|   | s |                                                              |
|   | s |                                                              |
|   | a |                                                              |
|   | g |                                                              |
|   | e |                                                              |
|   | s |                                                              |
|   | a |                                                              |
|   | r |                                                              |
|   | e |                                                              |
|   | a |                                                              |
|   | l |                                                              |
|   | w |                                                              |
|   | a |                                                              |
|   | y |                                                              |
|   | s |                                                              |
|   | p |                                                              |
|   | r |                                                              |
|   | e |                                                              |
|   | f |                                                              |
|   | e |                                                              |
|   | r |                                                              |
|   | a |                                                              |
|   | b |                                                              |
|   | l |                                                              |
|   | e |                                                              |
|   | t |                                                              |
|   | o |                                                              |
|   | l |                                                              |
|   | o |                                                              |
|   | w |                                                              |
|   | - |                                                              |
|   | t |                                                              |
|   | e |                                                              |
|   | c |                                                              |
|   | h |                                                              |
|   | . |                                                              |
+---+---+--------------------------------------------------------------+
|   | a | True                                                         |
|   | \ |                                                              |
|   | . | False                                                        |
|   |   |                                                              |
|   | b |                                                              |
|   | \ |                                                              |
|   | . |                                                              |
+---+---+--------------------------------------------------------------+
| 1 | W |                                                              |
| 8 | h |                                                              |
| \ | e |                                                              |
| . | n |                                                              |
|   | d |                                                              |
|   | e |                                                              |
|   | c |                                                              |
|   | i |                                                              |
|   | d |                                                              |
|   | i |                                                              |
|   | n |                                                              |
|   | g |                                                              |
|   | w |                                                              |
|   | h |                                                              |
|   | i |                                                              |
|   | c |                                                              |
|   | h |                                                              |
|   | t |                                                              |
|   | y |                                                              |
|   | p |                                                              |
|   | e |                                                              |
|   | o |                                                              |
|   | f |                                                              |
|   | o |                                                              |
|   | r |                                                              |
|   | a |                                                              |
|   | l |                                                              |
|   | c |                                                              |
|   | o |                                                              |
|   | m |                                                              |
|   | m |                                                              |
|   | u |                                                              |
|   | n |                                                              |
|   | i |                                                              |
|   | c |                                                              |
|   | a |                                                              |
|   | t |                                                              |
|   | i |                                                              |
|   | o |                                                              |
|   | n |                                                              |
|   | t |                                                              |
|   | o |                                                              |
|   | u |                                                              |
|   | s |                                                              |
|   | e |                                                              |
|   | , |                                                              |
|   | y |                                                              |
|   | o |                                                              |
|   | u |                                                              |
|   | s |                                                              |
|   | h |                                                              |
|   | o |                                                              |
|   | u |                                                              |
|   | l |                                                              |
|   | d |                                                              |
|   | c |                                                              |
|   | o |                                                              |
|   | n |                                                              |
|   | s |                                                              |
|   | i |                                                              |
|   | d |                                                              |
|   | e |                                                              |
|   | r |                                                              |
|   | : |                                                              |
+---+---+--------------------------------------------------------------+
|   | a | Who and how many people are in the audience.                 |
|   | \ |                                                              |
|   | . | What is easiest for you and your staff.                      |
|   |   |                                                              |
|   | b | How to deliver the message only once.                        |
|   | \ |                                                              |
|   | . | What is the fastest way to send the message.                 |
|   |   |                                                              |
|   | c |                                                              |
|   | \ |                                                              |
|   | . |                                                              |
|   |   |                                                              |
|   | d |                                                              |
|   | \ |                                                              |
|   | . |                                                              |
+---+---+--------------------------------------------------------------+
| 1 | I |                                                              |
| 9 | f |                                                              |
| \ | t |                                                              |
| . | h |                                                              |
|   | e |                                                              |
|   | m |                                                              |
|   | e |                                                              |
|   | d |                                                              |
|   | i |                                                              |
|   | a |                                                              |
|   | a |                                                              |
|   | s |                                                              |
|   | k |                                                              |
|   | s |                                                              |
|   | y |                                                              |
|   | o |                                                              |
|   | u |                                                              |
|   | a |                                                              |
|   | q |                                                              |
|   | u |                                                              |
|   | e |                                                              |
|   | s |                                                              |
|   | t |                                                              |
|   | i |                                                              |
|   | o |                                                              |
|   | n |                                                              |
|   | t |                                                              |
|   | h |                                                              |
|   | a |                                                              |
|   | t |                                                              |
|   | y |                                                              |
|   | o |                                                              |
|   | u |                                                              |
|   | a |                                                              |
|   | r |                                                              |
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|   | n |                                                              |
|   | o |                                                              |
|   | t |                                                              |
|   | s |                                                              |
|   | u |                                                              |
|   | r |                                                              |
|   | e |                                                              |
|   | a |                                                              |
|   | b |                                                              |
|   | o |                                                              |
|   | u |                                                              |
|   | t |                                                              |
|   | , |                                                              |
|   | y |                                                              |
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|   | w |                                                              |
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|   | l |                                                              |
|   | o |                                                              |
|   | o |                                                              |
|   | k |                                                              |
|   | b |                                                              |
|   | a |                                                              |
|   | d |                                                              |
|   | i |                                                              |
|   | f |                                                              |
|   | y |                                                              |
|   | o |                                                              |
|   | u |                                                              |
|   | a |                                                              |
|   | c |                                                              |
|   | k |                                                              |
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|   | w |                                                              |
|   | l |                                                              |
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|   | d |                                                              |
|   | g |                                                              |
|   | e |                                                              |
|   | t |                                                              |
|   | h |                                                              |
|   | a |                                                              |
|   | t |                                                              |
|   | y |                                                              |
|   | o |                                                              |
|   | u |                                                              |
|   | d |                                                              |
|   | o |                                                              |
|   | n |                                                              |
|   | o |                                                              |
|   | t |                                                              |
|   | k |                                                              |
|   | n |                                                              |
|   | o |                                                              |
|   | w |                                                              |
|   | t |                                                              |
|   | h |                                                              |
|   | e |                                                              |
|   | a |                                                              |
|   | n |                                                              |
|   | s |                                                              |
|   | w |                                                              |
|   | e |                                                              |
|   | r |                                                              |
|   | . |                                                              |
+---+---+--------------------------------------------------------------+
|   | a | True                                                         |
|   | \ |                                                              |
|   | . | False                                                        |
|   |   |                                                              |
|   | b |                                                              |
|   | \ |                                                              |
|   | . |                                                              |
+---+---+--------------------------------------------------------------+
| 2 | O |                                                              |
| 0 | n |                                                              |
| \ | e |                                                              |
| . | w |                                                              |
|   | a |                                                              |
|   | y |                                                              |
|   | t |                                                              |
|   | o |                                                              |
|   | d |                                                              |
|   | e |                                                              |
|   | a |                                                              |
|   | l |                                                              |
|   | m |                                                              |
|   | o |                                                              |
|   | r |                                                              |
|   | e |                                                              |
|   | e |                                                              |
|   | f |                                                              |
|   | f |                                                              |
|   | e |                                                              |
|   | c |                                                              |
|   | t |                                                              |
|   | i |                                                              |
|   | v |                                                              |
|   | e |                                                              |
|   | l |                                                              |
|   | y |                                                              |
|   | w |                                                              |
|   | i |                                                              |
|   | t |                                                              |
|   | h |                                                              |
|   | t |                                                              |
|   | h |                                                              |
|   | e |                                                              |
|   | m |                                                              |
|   | e |                                                              |
|   | d |                                                              |
|   | i |                                                              |
|   | a |                                                              |
|   | i |                                                              |
|   | s |                                                              |
|   | t |                                                              |
|   | o |                                                              |
|   | : |                                                              |
+---+---+--------------------------------------------------------------+
|   | a | Stress your point of view as a way of getting the reporter   |
|   | \ | to understand.                                               |
|   | . |                                                              |
|   |   | Prepare a handout that covers the points you're willing to   |
|   | b | discuss.                                                     |
|   | \ |                                                              |
|   | . | Refer all media contacts to your supervisor.                 |
|   |   |                                                              |
|   | c | Provide background information to help the reporter          |
|   | \ | understand the issues.                                       |
|   | . |                                                              |
|   |   |                                                              |
|   | d |                                                              |
|   | \ |                                                              |
|   | . |                                                              |
+---+---+--------------------------------------------------------------+

+---+---+--------------------------------------------------------------+
| 2 | N |                                                              |
| 1 | o |                                                              |
| \ | n |                                                              |
| . | v |                                                              |
|   | e |                                                              |
|   | r |                                                              |
|   | b |                                                              |
|   | a |                                                              |
|   | l |                                                              |
|   | c |                                                              |
|   | u |                                                              |
|   | e |                                                              |
|   | s |                                                              |
|   | t |                                                              |
|   | h |                                                              |
|   | a |                                                              |
|   | t |                                                              |
|   | a |                                                              |
|   | r |                                                              |
|   | e |                                                              |
|   | i |                                                              |
|   | n |                                                              |
|   | s |                                                              |
|   | y |                                                              |
|   | n |                                                              |
|   | c |                                                              |
|   | w |                                                              |
|   | i |                                                              |
|   | t |                                                              |
|   | h |                                                              |
|   | t |                                                              |
|   | h |                                                              |
|   | e |                                                              |
|   | v |                                                              |
|   | e |                                                              |
|   | r |                                                              |
|   | b |                                                              |
|   | a |                                                              |
|   | l |                                                              |
|   | m |                                                              |
|   | e |                                                              |
|   | s |                                                              |
|   | s |                                                              |
|   | a |                                                              |
|   | g |                                                              |
|   | e |                                                              |
|   | w |                                                              |
|   | i |                                                              |
|   | l |                                                              |
|   | l |                                                              |
|   | : |                                                              |
+---+---+--------------------------------------------------------------+
|   | a | Reinforce the verbal message.                                |
|   | \ |                                                              |
|   | . | Breed resentment and distrust.                               |
|   |   |                                                              |
|   | b | Cause people to believe the nonverbal message.               |
|   | \ |                                                              |
|   | . | Help the audience like you better.                           |
|   |   |                                                              |
|   | c |                                                              |
|   | \ |                                                              |
|   | . |                                                              |
|   |   |                                                              |
|   | d |                                                              |
|   | \ |                                                              |
|   | . |                                                              |
+---+---+--------------------------------------------------------------+
| 2 | P |                                                              |
| 2 | r |                                                              |
| \ | e |                                                              |
| . | f |                                                              |
|   | e |                                                              |
|   | r |                                                              |
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|   | d |                                                              |
|   | i |                                                              |
|   | s |                                                              |
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|   | c |                                                              |
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|   | s |                                                              |
|   | a |                                                              |
|   | r |                                                              |
|   | e |                                                              |
|   | : |                                                              |
+---+---+--------------------------------------------------------------+
|   | a | The same as for social distance.                             |
|   | \ |                                                              |
|   | . | Affected by culture.                                         |
|   |   |                                                              |
|   | b | The same as for public distance.                             |
|   | \ |                                                              |
|   | . | Not important to the type of message.                        |
|   |   |                                                              |
|   | c |                                                              |
|   | \ |                                                              |
|   | . |                                                              |
|   |   |                                                              |
|   | d |                                                              |
|   | \ |                                                              |
|   | . |                                                              |
+---+---+--------------------------------------------------------------+
| 2 | F |                                                              |
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|   | r |                                                              |
|   | ? |                                                              |
+---+---+--------------------------------------------------------------+
|   | a | Evaluation                                                   |
|   | \ |                                                              |
|   | . | Boredom                                                      |
|   |   |                                                              |
|   | b | Frustration                                                  |
|   | \ |                                                              |
|   | . | Disagreement                                                 |
|   |   |                                                              |
|   | c |                                                              |
|   | \ |                                                              |
|   | . |                                                              |
|   |   |                                                              |
|   | d |                                                              |
|   | \ |                                                              |
|   | . |                                                              |
+---+---+--------------------------------------------------------------+
| 2 | E |                                                              |
| 4 | m |                                                              |
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|   | a |                                                              |
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|   | a |                                                              |
|   | d |                                                              |
|   | d |                                                              |
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|   | s |                                                              |
|   | s |                                                              |
|   | e |                                                              |
|   | s |                                                              |
|   | . |                                                              |
+---+---+--------------------------------------------------------------+
|   | a | True                                                         |
|   | \ |                                                              |
|   | . | False                                                        |
|   |   |                                                              |
|   | b |                                                              |
|   | \ |                                                              |
|   | . |                                                              |
+---+---+--------------------------------------------------------------+
| 2 | O |                                                              |
| 5 | n |                                                              |
| \ | e |                                                              |
| . | o |                                                              |
|   | f |                                                              |
|   | t |                                                              |
|   | h |                                                              |
|   | e |                                                              |
|   | b |                                                              |
|   | e |                                                              |
|   | s |                                                              |
|   | t |                                                              |
|   | w |                                                              |
|   | a |                                                              |
|   | y |                                                              |
|   | s |                                                              |
|   | t |                                                              |
|   | o |                                                              |
|   | r |                                                              |
|   | e |                                                              |
|   | d |                                                              |
|   | u |                                                              |
|   | c |                                                              |
|   | e |                                                              |
|   | s |                                                              |
|   | p |                                                              |
|   | e |                                                              |
|   | e |                                                              |
|   | c |                                                              |
|   | h |                                                              |
|   | a |                                                              |
|   | n |                                                              |
|   | x |                                                              |
|   | i |                                                              |
|   | e |                                                              |
|   | t |                                                              |
|   | y |                                                              |
|   | i |                                                              |
|   | s |                                                              |
|   | t |                                                              |
|   | o |                                                              |
|   | : |                                                              |
+---+---+--------------------------------------------------------------+
|   | a | Only speak to small groups.                                  |
|   | \ |                                                              |
|   | . | Prepare until you are confident.                             |
|   |   |                                                              |
|   | b | Speak only on tape.                                          |
|   | \ |                                                              |
|   | . | Mentally block out the anxiety.                              |
|   |   |                                                              |
|   | c |                                                              |
|   | \ |                                                              |
|   | . |                                                              |
|   |   |                                                              |
|   | d |                                                              |
|   | \ |                                                              |
|   | . |                                                              |
+---+---+--------------------------------------------------------------+