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Cannon ace 2016 presentation slideshare
- 1. Answering the sensitive questions… SCIENCE-RELATED ISSUE COMMUNICATION TRAINING FOR UNIVERSITY FACULTY
- 2. The team… • Lindsay Chichester • Extension Educator – Beef Systems, Lancaster County • Amy Millimer Schmidt • Assistant Professor, Biological Systems Engineering • Jenny Rees • Extension Educator – Crops & Water, York & Seward Counties • Nancy Urbanec • Extension Associate – General Nutrition, SE Research & Extension Center • Cindy Brison • Extension Educator – Food Safety, SE Research & Extension Center and Douglas-Sarpy County Extension • Karen Cannon • Assistant Professor, Agricultural & Environmental Sciences Communication
- 3. How comfortable is talking about any of these?!
- 4. “Sensitive” Issues in ANR • Extension and on-campus faculty get called on to provide information and answer questions • Working individually to research and provide information can: • Yield inaccurate information • Result in differing (and conflicting) information • Generate accurate information but inconsistent messaging • Be time consuming • The question was… • How do we maximize resources, reduce effort, ensure consistent and accurate information for faculty who encounter these questions?
- 5. The Main Goal …equip Extension personnel with the skills and knowledge to confidently respond to requests for information on sensitive issues related to agricultural production.
- 6. About Nebraska… • Population - 1.88 million • 77,421 square miles • 49,969 farms (2014) • Land in farms - $45,331,783 acres • USDA ranks: • 2nd in cattle & calves inventory • 3rd in corn for grain • 4th in total value of ag products • 4th in value of livestock, poultry, & products
- 7. Opportunity • Extension “New Audiences” Grant – $7,500 to $10,000 available for programs designed to reach new audiences • Equip (primarily Extension) faculty with information and messages to effectively, accurately respond to requests for information on “sensitive” issues • Designed two-day workshop/conference • Center for Food Integrity’s Engage Training • Research information about sustainability, livestock production, GMOs, and communication • UNL and related experts
- 8. #SIMCT
- 9. #SIMCT2015 – Day 1 Engage Training http://www.foodintegrity.org/education/training/engage-training/
- 10. #SIMCT2015 – Day 2 Content • Dr. Frank Mitloehner, Professor & CES in Livestock Systems Air Quality, UC Davis • Dr. Jude Capper, Sustainability Consultant & Adjunct Professor of Animal Science at Washington State • Dr. Sally Mackenzie, Professor – Center for Plant Science Innovation at UNL • Dr. Karen Cannon, Assistant Professor Life Sciences Communication at UNL
- 11. Topics • Air quality in production agriculture • Sustainability issues in production agriculture • Genetically modified organisms and technology • Communicating about these issues using strategic communication principles
- 12. Contemporary communication challenges… • We face: • Inattentive public • Increasingly complex and fast-moving scientific developments • Decline of science journalism • Rethink our assumptions • Deficit model of communicating does not work • Levels of public trust in science are not declining • (Mass) media’s purpose is not to inform the public • Science and personal values cannot be separated
- 13. Public Issues Education “movement” • Measuring knowledge, behaviors, and attitudes of audiences/constituents • Example: UF IFAS’s Center for Public Issues Education http://www.piecenter.com/ • PIE Hawaii http://cms.ctahr.hawaii.edu/pie/Home.aspx • Address ”sensitive” issues using a strategic approach • Know your audience • Conflict is ok – knowing how to handle it is what matters • Check your own bias – think about non-verbal cues • Pose questions to encourage broader thinking, encourage involvement • Two-way communication • Be organized • Leverage social and digital technologies
- 14. Additional Thoughts to Consider How engaging is our language? ◦ Educate, advocate, inform – what do these say? ◦ Framing issues and considering word choice, sources, etc., is key to engaging audiences ◦ Listening Division among agricultural communities ◦ Differentiation and distance between agriculture and natural resources ◦ Commodity group differences *LGUs are unique - a credible, accurate source for information to help cut through the weeds
- 16. Post-Workshop Survey Goals: Evaluate two day program Learn about issues addressed most often with clients Investigate kinds of resources participants might be interested in to help addressing sensitive issues with clients Demographics: • Male 62%/ Female 38% • Majority worked for Nebraska Extension • Length of time working for NE Ext: • Range 1 year to 25+ (up to 41 years) • Majority Extension Educators Age category n % 18-24 years 0 0% 25-29 years 3 17% 30-35 years 1 6% 36-40 years 2 11% 41-49 years 2 11% 50-59 years 4 22% 60+ years 6 33%
- 17. What issues affect the clientele you work with? Issue Responses (n=22) % Food safety 17 81 Food security 15 71 Water quality 12 57 Water quantity 10 48 Other 10 48 Urban-rural interface 9 43 Crop diseases 7 33 Management of invasive species 6 29 Management of endangered species 3 14 Livestock production practices 3 14 Immigration 2 10
- 18. Most knowledge about… Issue Food safety Food security Urban-rural interface Crop diseases Management of invasive species Management of endangered species Livestock production practices Immigration
- 19. Least knowledge about… Issue Food safety Food security Water quality Water quantity Other Urban-rural interface Crop diseases Management of invasive species Management of endangered species Livestock production practices Immigration
- 20. How often they address issues with clients: Issue Never < 1x per month 1x per month 2-3x per month > 3x per month Total Responses Crop diseases 9 9 2 2 0 22 Food safety 3 6 2 4 7 22 Food security 3 8 5 2 4 22 Immigration 14 5 2 1 0 22 Management of endangered species 13 6 1 1 1 22 Management of invasive species 11 6 1 3 1 22 Urban/rural interface 4 11 4 1 2 22 Water quality 6 3 9 2 2 22 Water quantity 7 3 8 3 1 22 Livestock production practices 4 3 3 1 10 21
- 21. Usefulness of resources when addressing issues with clients: Resource Do not use Not at all useful Slightly useful Somewhat useful Moderately useful Extremely useful Word of mouth 0 0 5 8 3 6 Experts or specialists in a particular field 0 0 0 1 7 14 In-service trainings 0 0 0 1 12 9 Association conferences 0 0 2 3 11 6 Social media 1 2 3 5 4 7 Television (not news) 0 3 8 3 8 0 News (print, TV, Internet, radio) 0 0 4 7 8 3 Community events 1 2 4 7 7 1 Journal articles 0 0 8 3 7 4 University of Nebraska publications 0 0 1 4 10 7 Nebraska Extension publications 0 0 1 3 11 7 Other resources from a land grant institution 1 0 1 5 8 6 Resources not affiliated with a land grant institution 1 2 9 4 4 2
- 22. Effectiveness of method when communicating with clients Method Very Ineffective Ineffective Somewhat Ineffective Neither Effective nor Ineffective Somewhat Effective Effective Very Effective One-on-one in person 0 0 0 0 6 6 10 Phone call 0 0 2 2 5 8 5 Email 0 0 1 1 7 11 2 Group meetings 0 0 0 1 8 8 5 Workshops 0 0 0 1 7 9 5 Newsletter 0 0 1 2 12 5 2 Website 0 0 2 2 9 6 3 Blog 2 0 1 6 7 3 3 Other 2 0 1 6 0 0 1
- 23. How do you select info you share? Strongly Disagree Disagree Neither Agree nor Disagree Agree Strongly Agree I select information to share based on the reliability of the source. 0 0 0 6 15 I use multiple web sources to select information that I share. 0 2 1 9 9 I select what information to share based on collaboration with colleagues. 0 0 6 12 3 I select what information to share based on what I see my colleagues sharing. 0 4 6 8 3
- 24. Challenges when communicating sensitive issues with clients Challenge Responses % Complexity of issues 20 95% Availability of false or misleading information 17 81% Translating issues into lay terms 14 67% Being non-biased 11 52% Political agendas 10 48% Timeliness of receipt of information 7 33% Cultural differences 5 24% Getting and keeping attention 3 14% Lack of clientele trust 3 14% Language barriers 3 14% Other, please list 1 5%
- 25. Where we are now… • Changes! • Lindsay Chichester now at U. of Nevada-Reno • Added several team members from UNL’s Science Literacy efforts • November 2016 #SIMCT16 • Engage Training, Center for Food Integrity • Communication among team members: • “Casting about” for topics and issues to discuss based on what’s in the news • Who is a local expert and can talk about the issue? • Preliminary discussions about an online resource • Might want to consider amping up UNL and NE Extension publications • We need to survey Extension faculty and staff, strategically and regularly
- 26. Challenges • Time, energy, and knowledge for a coordinated effort • Nebraska Extension still experiencing changes related to administration • What are the concerns of Nebraskan clients/audiences? • Team function and growth • How do we create a cohesive team? • Extension appointment and role as (a new) academic faculty member • Walk softly…carry no stick! • So, how do I help serve this group?
- 27. As communicators: What do YOU do? • How do your institutions handle “sensitive” issues questions from clients/audiences? • Is there a coordinated effort? • How do you decide what to concentrate on? • Do you collaborate with non-university organizations to share information? • What’s the relationship between your Extension faculty and faculty with research and/or teaching appointments? • How might collaborations among these three areas be encouraged despite differing job duties/expectations? • What other questions are there?
- 28. Thank you! kcannon2@unl.edu @kjcannon on Twitter
Editor's Notes
- University faculty (on-campus and Extension) often called on to provide information to audiences about “sensitive” issues related to agriculture and natural resources topics appearing in media Add images to convey topics: GMOs, food safety, livestock and crop production practices, others The team had been discussing for a while the fact that they got lots of calls about issues like GMOS, etc., and aren’t always sure how to respond
- Called upon to provide information about sensitive issues to clients, the media, and consumers A considerable amount of time is spent researching these topics and seeking external expertise to develop responses that are science-based and consumer-focused Multiple persons may respond to these requests with different information that, while accurate, may not deliver a unified message from our organization Can we: Remain neutral or unbiased? Share the science to support the claims? Relate to the emotional response it evokes?
- Nebraska’s difference – The Nebraska Difference We are a commodity state – major crops are corn, soybeans, cattle NE Congressional Dist 3 is ranked #1 in the nation for value of ag products sold, total sales (2012 Census) But we are 15th in size (states) – part of the uniqueness is the length of the state; seven different climate zones in our state from east to west!
- How do we maximize resources, reduce effort, ensure consistent and accurate information for faculty who encounter these questions? New audiences grant – wrote grant application for two-step process, this grant funding the first step: A two-day workshop to provide scientific, research-based information to attendees, AND to help them begin to understand why the deficit model doesn’t work Deficit model of communication – if I tell you why and how important this is, you’ll understand and adopt my view This is where the ENGAGE training came in
- Held in Kearney, NE – UNIS conference center, in a fairly central location Intended for UNL faculty, primarily Extension faculty, but opened up to folks from commodity boards, etc.
- Focuses on going beyond the “if we just give them more information, they’ll come to our side” assumption Emphasis on the power of shared values – building trust between producers and consumers Peer reviewed and published research – connecting through values is three to five times more powerful in building trust than simply sharing facts Engage in critical conversations Training folks to listen, respond to concerns, provide personal experience
- 4 assumptions we need to rethink If we provide the information, they’ll understand the facts. What we haven’t been doing is understanding and learning about our audiences’ levels of support about a particular issue, deference toward scientific authority, trust in scientists, issue involvement Declining levels of public trust threaten public support for science. In fact, levels of trust are fairly stable A main function of mass media is to inform the public (about science). Nope – media operate on a business model, and while they serve as an important conduit for information, increasingly competition for attention is difficult. Science should be debated and discussed in isolation of personal values. But values and religious beliefs provide mental shortcuts we use to function in our complex lives. We use them to judge technologies that have high degree of scientific uncertainty. And so it’s unrealistic to uncouple science and personal values.
- Measuring knowledge, behaviors and attitudes of constituents With ultimate goal of enabling public and policymakers to make informed decisions regarding (Florida’s) ANR assets Address sensitive issues using a strategic communication approach Know your audience’s education, background, what they know about the subject, what do they expect from your communication, how do you best reach them, what do they need and value? Recognize conflict is ok – it’s how do you handle the conflict that you need to consider Check your own bias, be aware of nonverbal cues Pose questions to encourage broader thinking and consideration of alternative arguments Strive for two-way communication Be organized Use social and digital media to participate in conversations Lots of available free tools Allow for visual vibrancy Allow for built in assessment strategies START WITH OBJECTIVES
- Educate – you don’t know, so let me tell you. What if the person has two postgraduate degrees? Is that person uneducated? Inform – you’re unaware, you haven’t taken the time to get information. Let me inform you… I watch and read the news everyday, I’m a financier, I’m informed. Advocate – I’m going to try to change your opinion about something, get you to believe what I believe. “Educate” “inform” “advocate” – all have the potential to alienate audiences, the first two implying that the recipient of the message is either uneducated or uninformed when s/he might have two post-secondary degrees and consider him or herself a very well-informed person by keeping up with the news. Advocate as a word implies that we’re going to try to get you to change your opinion – starting off on that foot could create problems when opinions are polarized Engagement, true engagement, means: Listening – what are they saying? Why? How did this particular group/individual form this opinion? Discussion – what is important to this person/group related to the topic? What are the concerns? What kinds of information can I help them find to answer their concerns? Conversation – what is this person’s life like? How does this issue fit into his/her life?
- 17 worked for NE Ext 4 worked for other – Extension educators – 9 Extension assistants – 5 Extension specialists – 1 No extension administration No on-campus Extension faculty 4 identified as other UNL faculty or extension roles
- Other responses - Animal Care, Meat/Food Labels, Drought, Commodity Prices GMO's Disconnect of where food comes from and how it is produced Removing the politics of having healthy food. Farm Bureau (by their statement) and Monsanto (by their policies) are both separating the consumer from the farm. Neb. Corn Growers are not trying either to please consumers Consumer food decisions, Livestock production Ag Profitability Climate Change Environmental regulations specifically Clean Water Act & Clean Air Act including regulatory "overreached" by EPA Nutrition/nutrients Animal Welfare/ Production Methods
- Respondents believed they had the most knowledge about Livestock production practices Food safety Food security
- And the least amount of knowledge about Management of invasive species Immigration Management of endangered species
- Livestock production practices (more than 3x per month) Water issues – quality and quantity (approximately 1x per month – overall less frequently) Least often (how often?) Immigration Management of endangered and invasive species Rural-urban interface
- Predominantly found in-service trainings, conferences, UNL pubs and NE Extension pubs most useful; experts were overall most useful Some things here that concern me as a communicator – The reported usefulness of word of mouth Usefulness of news
- No surprise that we see one on one, in person communication methods rank high, as do emails… I am a little surprised at the high number/ranking of newsletters…
- What I see colleagues sharing – concerns me a little; why not in collaboration with them? The two folks who don’t use multiple web sources concern me…
- Translating issues into lay terms – this is the one I think is key and where we can have a big impact but we have to remember that just providing the information isn’t sufficient Also, I’m of the opinion that we should provide the information and let clients (and consumers) make up their own minds – that’s the Public Issues Education model, and frankly, that’s my understanding of the purpose of Extension
- Group has new leaders We seem to
- Not having an Extension appointment made/makes it interesting being in this group There is a great deal of Extension information I don’t have, so I don’t feel I serve the group as well as I might Given my focus on the AESC academic program and building it has kept me from being able to dive into this