Issue link: https://hi.iaq.net/i/844521
progress reports are not given, however, people will think either that nothing is being done or that some thing terrible is happening. Even after the problem is correctly diagnosed and a proper mitigation strategy is in place, it may take days or weeks for contaminants to dissipate and symptoms to disappear. If building occupants are informed that their symptoms may persist for some time after solving the problem, the inability to bring instant relief is less likely to be seen as a failure. Remember to communicate after problem-solving; although you may know that the problem has been resolved, the school community may not know, so be sure to provide a summary status report. The figure below summarizes the main steps for responsive com munications. Communication Principles • Be honest, frank and open. Once trust and credibility are lost, they are almost impossible to regain. If you do not know an answer or are uncertain, say so. Admit mistakes. Get back to people with answers. Discuss data uncertainties, strengths and weaknesses. • Respect your audience. Keep explanations simple, avoiding technical language and jargon as much as possible. Use concrete images that communicate on a personal level. People in the community often are more concerned about such issues as credibility, competence, fairness and compassion than about statistics and details; however, provide sufficient information to audi ences that are capable of understanding more technical explanations. • Employ your best listening skills. Take time to find out what people are thinking, rather than assuming that you already know. • Tailor communication strategies to your audience. Use mass media for providing informa tion and interpersonal techniques for changing attitudes. • Involve school employees. An informed staff is likely to be a supportive staff. • Involve parents. Inform parents about what is being done and why, as well as what will happen if problems are detected. • Involve the school board. Encourage board mem bers to observe the process (e.g., taking a walk through the school with the IAQ coordinator). • Involve businesses that provide services to the school (e.g., exterminators, bus fleet administra tors/operators) and businesses located around the school, which may also negatively affect IAQ. • Emphasize action. Always try to include a discus- sion of actions that are underway or that can be taken. • Encourage feedback. Accentuate the positive and learn from your mistakes. • Strive for an informed public. The goal is for the public to be involved, interested, reasonable, thoughtful, solution-oriented and collaborative. • Be prepared for questions. Provide background material on complex issues. Avoid public conflicts or disagreements among credible sources. • Be responsive. Acknowledge the emotions that people express and respond in words and actions. When in doubt, lean toward sharing more infor mation, not less, or people may think you are hiding something. • Combat rumors with facts. For example, set up a chalkboard in the teachers' lounge or in anoth er general use area for recording what is heard. Record rumors as they arise and add responses. Then pass out copies to the staff. • Do not overpromise. Promise only what you can do and follow through with each promise. • Work with the media. Be accessible to reporters and respect deadlines. Try to establish long-term relationships of trust with editors and reporters. Remember that the media are frequently more interested in politics than in science, more in terested in simplicity than complexity, and more interested in danger than safety. Energy Savings Plus Health | INDOOR AIR QUALITY GUIDELINES FOR SCHOOL BUILDING UPGRADES 83