1. Module 4: Communicating with Interface Residents and Leaders Changing Roles Train-the-Trainer Workshop Friday April 24, 2009

2. We’ve already started!  Using the appropriate language  Fact sheet 4.3, 4.4  Exercise 4.4, 4.5, 4.6  Understanding the audience  Fact sheets 4.2, 4.5, 4.6  Exercises 4.2, 4.8  Social marketing tools  Fact sheet 4.10  Exercise 4.10 Page VII

3. Module 4 includes  Trainer’s Guide – 23 pages  8 themes  11 exercises  11 fact sheets  5 presentations; 173 slides  7 relevant case studies To help you develop engaging training sessions to build communication skills Page 2

4. Some ways to use this…  Session on interface landowners  Mod 2, FS 2.1, Ex 4.3  Workshop on conservation easements  Mod 3, FS 3.6, Ex 3.5  For landowners  FS 2.1, FS 4.5, Ex 4.8

5. Has this happened to you?

6. That can’t be true!  Members of an audience admit they just don’t believe what the resource manager is saying:  I know wildfires can jump a highway; 30 feet of defensible space won’t help me.  My kitty doesn’t kill birds; it is fine to let her roam outside.

7. Who’s complaining now?  A resident who uses prescribed fire on her property calls in to complain about smoke and ash from a nearby land clearing activity.

8. When plans go awry  Thinking you have a great compromise or perfect solution, only to walk in to a meeting and find a host of people who oppose your plan  Using wood for energy is an environmentally appropriate solution to climate change, and environmentalists oppose it – and so does forest industry!

9. When conflict escalates  Urban wildlife population growth pits animal lovers and feeders against hunters and car drivers.  Outraged community groups oppose a new plan for a woody biomass power plant, sited without their consent.

10. Your examples? What are some communication challenges in the wildland-urban interface that affect your agency?

11. What are your training needs?  Think about your participants and their needs  Identify three concepts and skills that could improve their work in the interface.

12. What are your training needs?  Think about your participants and their needs  Identify three concepts and skills that could improve their work in the interface.  Later, find fact sheets, case studies, and case studies, and exercises to address exercises to address those skills. those skills.

13. These are communication challenges:  Knowing Your Audience  What they understand, what they care about, what language they use, what they have experienced  Overcoming Barriers  Misconceptions, partial information, culture  Tough Challenges  Resolving conflict, seeking agreement, building partnerships, engaging residents in solving problems

14. Knowing Your Audience What they understand, what they care about, what language they use, what they have experienced

15. What is communication? Communication is the successful transmission of thoughts or ideas, without significant distortion, so that understanding is achieved. Communication is the successful transmission of thoughts or ideas, without significant distortion, so that understanding is achieved. This requires This requires –effective transmission –reception –input into mental structures Fact Sheet 4.1

16. Common barriers to effectiveness Transmission Transmission –Sender not credible or trustworthy Reception Reception –Message lacks clarity (language or speed) –Receiver has experience, prior knowledge –Receiver beliefs and attitudes conflict Input to mental structures Input to mental structures –Message is irrelevant –Receiver is not listening All depend on having good information about the audience

17. Easy strategies to improve communication Choose an appropriate, well respected authority on topic as “sender” Choose an appropriate, well respected authority on topic as “sender” Create a message that is easy to understand; use appropriate language Create a message that is easy to understand; use appropriate language Make the receiver comfortable Make the receiver comfortable If

18. Important techniques, but harder to accomplish Avoid saying what audience already knows Avoid saying what audience already knows Relate to what audience cares about and is interested in Relate to what audience cares about and is interested in Deliver message through medium that audience uses Deliver message through medium that audience uses And so we need to understand the audience!

19. By understanding the audience, we can make sure… Sender is appropriate, well respectedSender is appropriate, well respected Message is clear, not garbledMessage is clear, not garbled Message is meaningful and relevantMessage is meaningful and relevant Information builds on what is knownInformation builds on what is known Misunderstandings are correctedMisunderstandings are corrected The right audience is targetedThe right audience is targeted

20. What do you know? Who is your audience? Who is your audience? What do they care about? What do they care about? What do they already know about interface issues? What do they already know about interface issues? What values are important? What values are important? Where do they go for information? Where do they go for information? Who do they trust? Who do they trust? Discussion Icon Exercise 4.8

21. Techniques to gather data Conversations Conversations Exercises Exercises Interviews Interviews Focus Groups Focus Groups Observation Observation Surveys Surveys Fact Sheet 4.5

22. What do they care about? 1. Ask them 2. Check the literature 3. Some things are universal: –Children, health, quality family time 4. Some things are cultural: –Privacy, community, convenience, future, frugality 5. Community leaders may have concerns: –Fiscal responsibility, election, media coverage

23. Consider the message

24. Language differences Technical jargon may be a barrier to your audience Technical jargon may be a barrier to your audience Ask them what they understand Ask them what they understand Translate materials to their language Translate materials to their language PATHOGEN STAND BOLE SPECIES UNDERSTORY ? ? ? ? PLANT

25. The language of conservation Public opinion research suggests that some phrases resonate better than others and are better at communicating a conservation message Not “endangered species”But “wildlife protection” But “natural areas” But “agreement” Not “open space” Not “easement” Fact Sheet 4.3

26. Effective messages instill responsibility, provide information, support values Protect your water supply How to remove Brazilian pepper… Keep your cat safe and healthy--indoors Clean your boat; check for mussels

27. Background information Provide background to help readers make sense of the issue. Provide background to help readers make sense of the issue. Tell why, where, what the consequences would have been. Tell why, where, what the consequences would have been. This alone rarely is convincing This alone rarely is convincing FS 4.4

28. Make the text interesting Active voice Active voice Action verbs Action verbs Concrete examples Concrete examples Short sentences Short sentences Common words Common words Organizing statements Organizing statements Interesting topics Interesting topics Boring brochure?

29. Threat and fear can backfire Make sure the message includes how to prevent the problem with reasonable easy steps. Don’t paralyze people with guilt or fear.

30. Procedural information Provides details about how to complete an action. Provides details about how to complete an action. –Which plastics to recycle –What question to ask –Where to find native plants –How to fertilize trees Critical if lack of information is a barrier to action Critical if lack of information is a barrier to action

31. Impact information and feedback People like to know what will happen if they take this action People like to know what will happen if they take this action People need to know that they’ve done it correctly People need to know that they’ve done it correctly People are rewarded by information about their success People are rewarded by information about their success Look for ways to communicate past success and current progress

32. Exercise 4.4: An Edict to Edit

33. Exercise 4.4 Directions With your group, edit your technical card to make it easier for the public to understand. With your group, edit your technical card to make it easier for the public to understand. Or rewrite it all together! Or rewrite it all together! Share your results with others. Share your results with others.

34. Exercise 4.5: Connecting Prose to People

35. Exercise 4.5 Directions What makes text relevant to a particular audience? What makes text relevant to a particular audience? Revise your edited technical card to make it relevant to the audience on your Audience Card. Revise your edited technical card to make it relevant to the audience on your Audience Card. With your group, try to make your message relevant to all of your audiences. With your group, try to make your message relevant to all of your audiences.

36. Exercise 4.6: Critique Brochures

37. Exercise 4.6 Directions Using brochures from several agencies, look for good examples of good communication Using brochures from several agencies, look for good examples of good communication Complete the worksheet Complete the worksheet Share ideas with the other groups about ways to improve communications Share ideas with the other groups about ways to improve communications

38. Overcoming Barriers Misconceptions, partial information, cultural differences

39. Deal with Misconceptions When a deeply held notion prevents someone from understanding your message Fact Sheet 4.7

40. Two types of misconceptions Popular ideas not based in fact Popular ideas not based in fact –Germans thought Kennedy said “I am a jelly doughnut” –“Ich bin ein Berliner” –George Washington had wooden teeth –Sarah Palin can see Russia from her house Fairly easy to go to original information or more reliable source and learn new interpretation Fairly easy to go to original information or more reliable source and learn new interpretation And then people say “oh, OK” And then people say “oh, OK”

41. Scientific Misconceptions Our summer is warm because we are closer to the sunOur summer is warm because we are closer to the sun Underlying ideas about the world that prevent people from hearing and understanding new information Underlying ideas about the world that prevent people from hearing and understanding new information New and conflicting New and conflicting information is discarded, information is discarded, because people say, because people say, “no way.” “no way.”

42. Domestic cats impact wildlife Cats kill songbirds and small mammals Cats kill songbirds and small mammals Considered second largest threat to birds Considered second largest threat to birds ~ 100 million cats in US ~ 100 million cats in US

43. Cat owners think “Because I feed my cat, my cat does not kill small birds and mammals.” “Because I feed my cat, my cat does not kill small birds and mammals.” I’m a good cat owner I’m a good cat owner

44. Overcoming misconceptions 1. Understand what people are thinking 2. Acknowledge the truth in their thinking 3. Point out evidence to the contrary 4. Introduce an idea that explains all the evidence

45. They might realize Cats pounce on strings and bottle caps, even when they are well fed. Three more examples in FS 4.7; Ask participants to work out their own

46. Many WUI misconceptions We sayThey think Create defensible space ● I like my trees nearby Create defensible space ● I like my trees nearby Test your home for radon ● Natural things can’t hurt Test your home for radon ● Natural things can’t hurt Clearcuts give seedlings ● Clearcuts destroy forests Clearcuts give seedlings ● Clearcuts destroy forests more sunshine more sunshine

47. Partial information People may have some knowledge about the topic People may have some knowledge about the topic Factual, but may not have been designed to convey “truth” Factual, but may not have been designed to convey “truth” Bits of information were selected to convey ideas to benefit one perspective Bits of information were selected to convey ideas to benefit one perspective

48. Polar bears are threatened If bears are unable to hunt from sea ice they will starve, a direct consequence of climate change.

49. Polar bear populations high 1960 = 6,000 bears 1960 = 6,000 bears 2007 = 25,000 bears 2007 = 25,000 bears Wealthy hunters pay $30,000 to shoot a bear; most goes to Inuit villagers Wealthy hunters pay $30,000 to shoot a bear; most goes to Inuit villagers

50. What’s going on? Special interests are communicating their version of the problem Special interests are communicating their version of the problem News media selects opposing perspectives News media selects opposing perspectives Ads, memberships, gifts, research funds are at stake Ads, memberships, gifts, research funds are at stake The interested public gets confused The interested public gets confused

51. Overcoming partial information What is your agenda? What is your agenda? Are you perceived to have the “truth”? Are you perceived to have the “truth”? What do people already believe? What do people already believe? Will more complete information help? Will more complete information help? Convene a forum with multiple perspectives? Convene a forum with multiple perspectives? Explain conflicts. Explain conflicts.

52. Tough Challenges Resolving conflict, seeking agreement, building partnerships, engaging residents in solving problems, changing behavior

53. Sources of conflicts People don’t understand People don’t understand –Misconceptions –Language barriers People aren’t listening People aren’t listening People have different opinions People have different opinions People have different interests People have different interests People are afraid People are afraid Fact Sheet 4.8 Exercise 4.9 Fact Sheet 4.9

54. If people aren’t listening Explore their existing understandings Explore their existing understandings Ask about constraints and barriers Ask about constraints and barriers Explore their attitudes and opinions Explore their attitudes and opinions Win their trust Win their trust Use their interests to win their attention Use their interests to win their attention

55. If opinions are different Identify the underlying causes of the disagreement Identify the underlying causes of the disagreement Identify the common ground Identify the common ground Use that common vision to promote continued discussions Use that common vision to promote continued discussions Search for new solutions that accommodate multiple perspectives Search for new solutions that accommodate multiple perspectives

56. Strategies for natural resource professionals Understand the conflict Understand the conflict –Work hard to understand all perspectives. –Explore the underlying interests. Identify common ground Identify common ground –On what things do all parties agree? Start there. –Joint fact-finding.

57. What can you do? Keep communication going Keep communication going –Talk to leaders of each party to make sure everyone knows what is going on –Be a good listener Learn where compromise is possible Learn where compromise is possible –Know where your agency can bend and where a rule is firm

58. The Up Side Conflict is an opportunity to change the system to better meet the needs Conflict is an opportunity to change the system to better meet the needs –allows new concerns to be heard –brings new ideas to the table –builds partnerships –clarifies goals and missions –addresses inequalities

59. Exercise 4.9 Discussion Questions Discuss your scenario Discuss your scenario –What are the positions of the parties? –What are the interests of the parties? –What can everyone agree on? –How could disagreements be resolved? –What could you do to assist in the resolution of this conflict?

60. Info is necessary, not sufficient Behavior is a product of many things. Behavior is a product of many things. Information changes behavior when the lack of information is a barrier. Information changes behavior when the lack of information is a barrier. Other factors: Other factors: –social norms –perceptions of what important others think –perceived control –feedback –imagery of the possible

61. Changing behavior Understand motivations, attitudes, important others, culture, opinion leaders, knowledge (why, how, consequence of) Understand motivations, attitudes, important others, culture, opinion leaders, knowledge (why, how, consequence of) Provide information if needed Provide information if needed Provide imagery – how others are doing Provide imagery – how others are doing Provide feedback about change Provide feedback about change Provide reminders Provide reminders Create a social norm for change Create a social norm for change

62. Prompts, examples, testimonies, leaders, contests, imagery, demonstrations, engaging people – all help encourage behavior changes. FS 4.10

63. In Summary  We can communicate complex scientific information  If we understand what our audiences already know, believe, and value  When we recognize existing conceptions and partial information  And build our message to their priorities, understanding, values, and experiences  Using all good tools of communication and social marketing!