Transcript Communicating Results: Helping Your Community Understand

Telling Your Story
Communication strategies to support
local school district referenda
Presenter:
Susan Brott, APR
Chief Marketing and
Communications Officer
West St. Paul-Mendota HeightsEagan Area Schools
Challenges in Communicating
Complex Issues
Definitions are needed to understand
 Context is broad
 Explaining “what’s in it for me”
 Delineating the differences in topics
 We often care more than our audiences
 “Off the radar screen” – audiences are
disconnected

Hierarchy of Effective Communication
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Face to Face contact
Small group discussion or meeting
Speaking before a large group
Phone conversation
Hand-written, personal note
Typewritten, personal letter
Personal “form letter”
Mass produced, non-personal letter
Brochure sent as a direct-mail piece
Articles in a newsletter
News carried in the press
Advertising in media
Effective Communication

Mass communication – used to inform
–
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Does not change attitudes or behaviors.
Does reinforce attitudes and behaviors, create
awareness by sharing information.
Interpersonal communication – used to
connect on a personal level
–
More likely to lead to a change in a person’s
attitudes or behaviors.
Three Key Parts of Communicating
Complex Issues
1. Messages – what are we
communicating?
2. Audiences – what groups and
individuals are we targeting?
3. Strategies – how will we deliver our
messages and measure desired
behavior?
Key to success – Good Research
Identify most supportive audiences
 Identify issues/messages that resonate
with audiences
 Identify overriding issues that may
block understanding
 Identify communication methods that
are most effective

Evaluate as you go …
Identify what messages are getting
through
 Identify any areas of misunderstanding
 Identify what areas to focus on next

Developing Key Messages
What Is a Key Message?

A key message is a significant idea or
thought that you want your audiences
to know, understand, remember and –
if you’re lucky – repeat.

An effective key message leads your
audience to the desired behavior.
Framing Your Message

You can choose to frame the issue and
deliver your message from your perspective.

Without this focus, people will wander
through the “message countryside” and
never take in what you are communicating.

If you don’t frame it, someone else will!
Effective Key Messages
 Are
based on your research
 Are true
 Are concise and simple
 Related in human terms
 Connect with people’s emotions
Effective Key Messages
Communicating Complex Issues Requires:
 Time – most people cannot understand
complexity with only one exposure

Context – provide understanding of how
message fits with other issues

Repetition – repeat and remind people of
key messages

Layering – communicate in layers or smaller
messages
Biggest Message Mistakes

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Use of technical terms and jargon
Lack of clear meaning
Cannot be fully supported by facts
Lack of key point - too many messages
Audience is not paying attention
Lack of emotional appeal
Aimed at wrong audience
Environment too cluttered
Poor delivery of message
Lack of repetition
Does not motivate action or change in behavior
Understanding your Audiences
Identifying your audiences

What is their profile?
–

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What beliefs, needs, prejudices, tendencies,
misconceptions and preconceptions do they have
that affect how you connect with them?
What do you want them to know and do?
How do you need to present your message
to be credible?
What issues will resonate with them?
How have they responded to your messages
in the past?
Don’t forget school staff
Research indicates that school staff –
especially custodians, secretaries, bus
drivers and food service workers – are the
most believed sources of information
about our schools.
Your community listens to these
people!
What Audiences Want To Know
What’s in it
for me?
Developing Strategies that Work
Strategies for Communicating
Complex Issues

Get on their radar
screen – your
audiences will
never hear your
messages if they
are not listening
Strategies for Communicating
Complex Issues

Connect the
information silos –
help people to see
how issues connect
and interrelate
Strategies for Communicating
Complex Issues

Use metaphors to
make it more clear –
relating a complex
issues to something
more familiar will
quicken and deepen
understanding
Strategies for Communicating
Complex Issues

Tell stories, not just
share data – relate
the complex
information to how it
affects children or
what is happening in
a classroom
Strategies for Communicating
Complex Issues

Build and use an
opinion leader
network – key
communicators can
help spread your
message and
deepen
understanding
Strategies for Communicating
Complex Issues

Relationships are
the key – must have
on-going, two-way
communication to
build positive
relationships with
audiences
Strategies for Communicating
Complex Issues

Explain reasons
behind decisions –
knowing why
something was
decided will help
people to
understand complex
issues
Strategies for Communicating
Complex Issues

Practice message
discipline – speak
with one clear
voice and repeat
what you want
people to
remember
Strategies for Communicating
Complex Issues

Communicate from
the inside out – start
all communication
with internal
audiences so they
can help carry
messages to other
audiences
Strategies for Communicating
Complex Issues

Share bad news and
move on – when
bad news happens,
share it all at once
and share steps to
help people to move
on past the bad
news
Communicating for a Referendum
The Realities of “Winning”

You can win …
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Without everyone being happy
With substantial negative media visibility
If you remain focused
If you’re helpful
If you can move 51% of your base to action
* James E. Lukaszewski, “Building Community Relationships: Gaining and Maintaining Public
Consent,” 2006
Rules for “Winning”
1. Refuse to be distracted.
2. Bear down on your positive objectives.
3. Consciously reduce the media’s influence.
4. Control with positive power.
5. Wage peace from the start.
6. Focus on consent rather than opposition.
* James E. Lukaszewski, “Building Community Relationships: Gaining and Maintaining Public
Consent,” 2006
Planning

No single plan exists that meets the needs of
every school district and every election
environment

You must tailor your plan to fit your
community!
Effective Referendum Planning

Coordinate district communication activities
with that of the citizen’s campaign

Throughout the planning process, create one
campaign in which the district and citizens
have clearly defined role.
Every activity is coordinated!
Roles of District vs. Campaign
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District communications = Information
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What is proposed?
How much will it cost me?
Why should I vote for it?
What happens if it passes or fails?
Campaign communications = Advocacy
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Less product, more emotion
Face to Face contacts
Carry VOTE YES message
Roles of District vs. Campaign
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Accept that there will be some overlap
of key personnel.

Be smart about scheduling your
time!
Role of the Superintendent
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Strategic planning
Working closely with campaign to execute
and coordinate efforts
Obtaining support and participation from staff
in cooperation with campaign committee
Providing information, support and resources
campaign committee
Role of the School Board
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Maintain focus on student needs
Provide unanimous resolution to conduct
election
Align final proposal with community values
and perspective on spending
Involve citizens in campaign
Provide support to administration and
volunteer committee
Role of District Staff
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Solidify and strength relationship with
primary audience (parents)
Identify way to reach out and enhance
secondary audiences (seniors, non-parents)
Demonstrate good stewardship of what the
district currently provides
Ask questions and stay informed
Support and participate in the campaign
Role of Campaign Committee
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Identify overall theme and coordinate messages
Gain influential support (endorsements)
Strategically canvass the community to identify
probable “yes” voters
Recruit volunteers for leadership roles
Implement campaign plan
Coordinate campaign activities with district
initiatives.
Shaping Messages

Core Message – targeted message at
primary audience

Subordinate Message – similar goal, but
targeted at secondary audience.
Shaping Messages

Remember the 3 C’s of communication
when developing key messages:
– Clear
– Concise
– Compelling
Dealing with the Opposition
STAY ON MESSAGE!

Use the 80/20 rule
–
80% of your response should be on
message
 Respectfully
acknowledge
 Briefly Respond
 Return to your message
Dealing with the Opposition
1. The best defense is a strong offense
2. Be your own worst critic
3. Provide advance warning
4. Have your facts straight
5. Keep your eyes on the prize
* MASA publication, Rapid Referendum Response: What to do when you district is blindsided by
anti-referendum attacks, 2006
Contact Information
Susan Brott
Chief Marketing and Communications Officer
West St. Paul - Mendota Heights - Eagan Area Schools
1897 Delaware Avenue
Mendota Heights, MN 55118
(651) 403-7008
[email protected]
Contact Information
www.minnspra.org