Dealing with the Media: A Short Course for Rural First Responders

Transcription

1 Dealing with the Media: A Short Course for Rural First Responders Course Design Document ILT April, 2010

2 Course Description Overview Dealing with the Media: A Short Course for Rural Responders is designed to provide rural first responders with the skills and knowledge to quickly adopt the role of public information officer (PIO) if/when needed and to communicate with the public through the media. Many rural first responder organizations do not have a full or part-time PIO on staff. Therefore, in the event that a first responder is thrust into the role of PIO, whether it be roadside at the scene of an emergency or detailing directions to the public in a crisis situation, it is important to understand how the media works and how best to work with the available media outlets. First responder organizations often appoint one or more of their colleagues to assume the role of talking with the media, or arranging and assisting with such contact, in both emergency and non-emergency situations. Many who assume this role, however, struggle with what to say or how to say it, and few have training in written or visual forms of media interviewing. They also often lack awareness of the importance of good media relations, forgetting the extent to which negative coverage can influence public opinion and affect the first responder organization s budget. This course provides training in these areas, giving rural first responders more confidence in their ability to communicate with the media, and ultimately, with the public. Scope Adapted from FEMA s IG-290 curriculum, this 6-hour course provides rural first responders with skills needed to communicate with the public through the media. Examines roles of the media and the rural first responder/public information officer. Participants learn how to give print/electronic media interviews, write news releases, provide information at the scene, and how they fit into the joint information system. Target Audience The target audience for this course is anyone who may act as a formal or informal PIO in the area of emergency management, EMS, fire service, governmental administrative, hazardous materials, health care, law enforcement, public health, public safety communications, and public works. Prerequisites ICS 100 ICS 700 Course Length This is a 1 day, 6 hour course. Required Materials/Facilities Facilities: Local facility classroom able to accommodate a minimum of 20 students and a maximum of 40 students with large whiteboard and markers April 2010 Page 2

3 Tables and chairs to accommodate 43 people (40 students, 2 instructors, and an observer) Instructor podium/table Parking arrangements for a maximum of 43 personnel Audio/Visual: IBM-compatible computer with Microsoft PowerPoint (version 2000 or newer), Adobe Acrobat, and Microsoft Office High-speed Internet connection LCD projector compatible with computer and remote capability Projection screen compatible with class size Table to accommodate A/V equipment and power cords Sufficient outlets/power cords/strips to support A/V equipment Phones and active phone line connections Classroom Materials: Two instructor manuals Maximum of 40 participant manuals Attendance roster Name tents/name tags Maximum of 40 copies of each: o Pre- and post-tests o Course evaluation and registration forms Testing/Certification U.S. Department of Homeland Security (DHS) courses require each student to participate in a course pre-test in which there is no pass/fail; this is merely an experiential assessment tool. Each student is required to participate in and pass a course post-test with a score of 70% or better to meet the course completion requirements. Each student who meets all of the course completion requirements will receive a pre-approved RDPC certificate of completion stamped with the DHS logo. Reference List About NOIA, National Information Officers Association, Covello, V., & Sandman, P.M. (2001). Risk communication: Evolution and revolution. Retrieved March 29,2010, from Mencher, M. (1991). News Reporting and Writing, New York: William C. Brown. Nonprofit Marketing Guide. Three top tips. Retrieved October 20, 2009, from Social Change Media. The 7 doors model for designing & evaluating behaviour change programs. Retrieved September 23, 2009, from April 2010 Page 3

4 U.S. Agency for International Development, Bureau for Global Programs, Field Support, and Research, Center for Democracy and Governance. (1999, June). The role of media in democracy: a strategic approach. Retrieved March 29, 2010, from U.S. Department of Health and Human Services, Agency for Toxic Substances & Disease Registry. Seven cardinal rules of risk communication. Retrieved March 29, 2010, from U.S. Department of Homeland Security, National Incident Management System (NIMS). Basic guidance for public information officers. Retrieved March 29, 2010, from U.S. Department of Homeland Security, Emergency Management Institute. (2003, October). Basic public information officer course (G290). University of Ottowa. Media relations guide. Retrieved March 29, 2010, from Evaluation Strategy Observation of student participation during each module. Course post-test designed to evaluate students retention and comprehension of course objectives. DHS Level 1 student course evaluation form. Module exercises designed to check for understanding. April 2010 Page 4

5 Course Structure/Content Outline Course Introduction Introduction Administration Pre-Test Module 1: The Media-The Inside Story Importance of Working With the Media What Makes a Story Newsworthy The Four Forms of Media Laws Pertaining to Media Access The Media s Role in Society Module 2: At the Scene of an Emergency Dealing With the Media at the Scene Working With the Media Benefits and Risks of News Conferences Module 3: Giving Interviews That Work Preparation Activities for On-Scene Interviews Preparation for Planned Interviews Attributes of a Good Interviewee Types of Aggressive Interviewers Elements of the Interview and Post-Interview Module 4: How to Get Your Stories Into the Media Your Organization Through the Eyes of the Media Making Stories Interesting to the Media Media Receptivity Module 5: Writing News Releases That Will Be Read Primary Reasons for News Releases 5Ws +1 Needs, Sources, and Barriers for Writing Releases Elements of a News Release April 2010 Page 5

6 Course Design Matrix Course Introduction Duration Scope Statement Terminal Learning Objectives (TLO) Resources Instructor to Participant Ratio (e.g., 1:25) Practical Exercise Statement Assessment Strategy 30 minutes This introductory material includes administrative tasks, including the pre- test, and a review of the course goals and objectives. It also provides an opportunity for participants and instructor to introduce themselves. At the conclusion of this module, participants will be able to demonstrate the course purpose, goals and objectives, and summarize how course materials and practical application of techniques can be applied by PIOs to the dissemination of information to the public. Participant manuals; PowerPoint slides 1:15-30 Not applicable for this module. There will be a course pre-test. April 2010 Page 6

7 Module 1-The Media: The Inside Story Duration Scope Statement Terminal Learning Objectives (TLO) Enabling Learning Objectives (ELO) 1 hour, 30 minutes This module aids participants in identifying how to successfully communicate with the public through the media in the event of an emergency. At the conclusion of this module, participants will recognize the role of the media and possess the knowledge and skills to work with them. Upon completion of this module, participants will be able to: ELO 1-1 Explain the importance of working with the media. ELO 1-2 Explain what makes a story newsworthy and what the media wants when requesting information. ELO 1-3 Describe the four forms of media and what each organization needs. ELO 1-4 Describe laws detailing why it is important to work with the media. ELO 1-5 Explain the media s role in society. Resources Instructor to Participant Ratio (e.g., 1:25) Practical Exercise Statement Assessment Strategy PowerPoint slides Instructor Guide Participant Guide 1:15-30 Not applicable to this module. There will be observation of student participation in instructor-led class discussion. April 2010 Page 7

8 Module 2-At the Scene of an Emergency Duration Scope Statement Terminal Learning Objectives (TLO) Enabling Learning Objectives (ELO) Resources Instructor to Participant Ratio (e.g., 1:25) Practical Exercise Statement Assessment Strategy 1 hour This module helps participants to identify preparatory measures as well as on-scene risks and benefits to dealing with the media. It also suggests ways to work effectively with the media while not enabling their organizations. At the conclusion of this module, participants will be able to describe the skills and knowledge necessary to deal with the media at the scene of an emergency. At the conclusion of this module, participants will be able to: ELO 2-1 Describe preparatory measures for dealing with the media at the scene. ELO 2-2 Describe how to work with the media while preventing interference with the scene or emergency workers. ELO 2-3 Explain the benefits and risks of using a news conference at the scene of emergencies. PowerPoint slides Instructor Guide Participant Guide 1:15-30 Participants will complete multiple-choice questions at the end of this module. Observation of student participation in instructor-led class discussion. April 2010 Page 8

9 Module 3-Giving Interviews That Work Duration Scope Statement Terminal Learning Objectives (TLO) Enabling Learning Objectives (ELO) Resources Instructor to Participant Ratio (e.g., 1:25) Practical Exercise Statement Assessment Strategy 1 hour, 15 minutes This module helps participants to understand, prepare and practice the elements of a successful media interview. It also describes the attributes of a good interviewee as well as dealing with an aggressive interviewer. At the conclusion of this module, participants will comprehend components of on-scene and planned off-scene interviews and have the skills necessary to provide them. Upon completion of this module, participants will be able to: ELO 3-1 Explain long-term preparation activities required for successful on-scene interviews. ELO 3-2 Demonstrate knowledge of the importance of preparing questions likely to be asked during planned interviews. ELO 3-3 Describe attributes of a good interviewee. ELO 3-4 Identify the various types of aggressive interviewers and list strategies for dealing with each. ELO 3-5 Explain essential elements of the interview and postinterview steps. PowerPoint slides Instructor Guide Participant Guide 1:15-30 Not applicable to this module. Observation of student participation in instructor-led class discussion. April 2010 Page 9

10 Module 4-How to Get Your Stories Into the Media Duration Scope Statement 30 minutes This module helps participants to identify potential story interests and provides information on timing for pitching stories to the media. It suggests ways to work effectively with the media in getting the organization s message out, not only in emergency situations, but also in instances such as receipt of grant funding, community safety days, etc. Terminal Learning Objectives (TLO) Enabling Learning Objectives (ELO) Resources Instructor to Participant Ratio (e.g., 1:25) Practical Exercise Statement Assessment Strategy At the conclusion of this module, participants will be able to describe how to view people and events in their organizations as potential subjects of news stories that provide positive images of their organizations. They will also be able to describe ways to make their stories more interesting and, with the media s news cycles, know when to best promote a story idea. At the conclusion of this module, participants will be able to: ELO 4-1 Explain the need to look at people and events in their organizations through the eyes of media representatives. ELO 4-2 List ways to make potential stories more interesting to media representatives. ELO 4-3 Identify times when the media is most receptive to story suggestions from PIOs. PowerPoint slides Instructor Guide Participant Guide 1:15-30 Not applicable to this module. Observation of student participation in instructor-led class discussion. April 2010 Page 10

11 Module 5-Writing News Releases That Will Be Read Duration Scope Statement Terminal Learning Objectives (TLO) Enabling Learning Objectives (ELO) Resources Instructor to Participant Ratio (e.g., 1:25) Practical Exercise Statement Assessment Strategy 1 hour This module helps participants to identify the elements of a news release and how to effectively create a news release for media consumption. At the conclusion of this module, participants will be able to identify methods for writing news releases that will be read and responded to. For media in larger markets, response usually means a call to the PIO for more information. At the conclusion of this module, participants will be able to: ELO 5-1 Identify the primary reasons for using news releases. ELO 5-2 Name and explain the 5 Ws + One. ELO 5-3 Identify major needs when writing news releases, key sources to help with writing, and barriers to effective writing. ELO 5-4 Identify the elements of a news release. PowerPoint slides Instructor Guide Participant Guide 1:15-30 Not applicable to this module. Observation of student participation in instructor-led class discussion. April 2010 Page 11

12 Course Agenda COURSE MODULES AND TIME ALLOCATIONS Module # Module Title Time Allocation Introduction Course Introduction 30 minutes Module 1 The Media The Inside Story 1 hour, 30 minutes Module 2 At the Scene of an 1 hour Emergency Module 3 Giving Interviews That Work 1 hour, 15 minutes Module 4 How to Get Your Stories Into 30 minutes the Media Module 5 Writing News Releases That 1 hour Post-Test and Course Evaluations Will Be Read Post-Test and Course Evaluations 15 minutes April 2010 Page 12