Communication

Handbook
Veterinary Services

Version 1- October 2015

This book has been developed by:
World Organisation for Animal Health – OIE
OIE Communication Unit

In collaboration with
World Health Organization - WHO
WHO Headquarters
Department of Communications Director-General’s Office
Table of contents
Introduction 5

User Guide 9

Section A Framing your communications 11

Session 1 The SOCO and the POINT 13
Session 2 The audience 25
Session 3 Communicating on risk 37

Section B Developing communication

materials and products 53
Session 4 7 Cs of Veterinary Services’ communications 55
Session 5 Storyline and talking points 65

Section C Working with the media 77

Session 6 Media spokesperson tools 79
Session 7 Tips for working with the media 95

Section D Standards on OIE communication 105

Session 8 Terrestrial Animal Health Code 107
Session 9 Aquatic Animal Health Code 115

Acknowledgements 123
Introduction
Veterinary Services and their partners play a key role
in protecting animal health and welfare. Everyday, they
monitor, detect, notify and respond rapidly to animal
diseases. They develop and implement protective animal
health and welfare measures, and establish and deliver
international veterinary certification.

To carry out these missions, Veterinary Services personnel

rely not only on scientific knowledge and expertise, but on
collaboration with key stakeholders and concerned publics.
Veterinary Services need to talk to health professionals,
farmers, civil society, communities, media and others who
are largely unfamiliar with the scientific knowledge of the
world of animal health.

In an era of globalisation and rapid circulation of goods,

people, animal products and live animals, effective
communication has become ever more important. Enormous
evolutions in information technology and transformation of
how people access information have further increased the
demand for experts and officials to communicate clearly,
quickly and credibly about risks to animals and humans
from the animal sector.

In 2011, the Member Countries of the OIE adopted

international standards on the communication of Veterinary
Services and Aquatic Animal Health Services. Relevant
provisions are included in the section dealing with quality
services of the Terrestrial (chapter 3.3, section3), and
the Aquatic Animal Health Codes (chapter 3.2, section 3)
respectively.

5
 National Delegates of OIE Member Countries are encouraged
to designate Focal Points for Communication. OIE conducts
regional seminars for National Focal Points to further
strengthen their communications skills and capacities,
and provide an opportunity to network. This publication
is another contribution from the OIE for further improving
communication capacities of the Veterinary Services.

Veterinary Services communications contributes

significantly to the protection of human health. With 75%
of new human diseases reported to be emerging from the
animal world, two-way communication between human and
animal health sectors is essential. They have to communicate
effectively on risks and events such as disease outbreaks.
Collaboration between the two sectors is equally essential
in health education and health promotion, and other risk
communication activities. During outbreaks and epidemics,
the two sectors must harmonise their communication
on hazards, on the nature and magnitude of risks and
vulnerabilities, and on actions taken to control the crisis.
They must quickly identify and address perceptions,
beliefs, rumours and misinformation. Timely, credible, easy
to understand and trustworthy information and advice will
minimise the loss of lives, disease and economic and social
loss due to disease.

The International Health Regulations (2005), of the World

Health Organization require all Member States to develop
core capacities for detecting and responding to disease
outbreaks and public health events. One of these core
capacities is risk communication.

6
OIE and WHO work closely on many aspects of the One Health
approach which views human, animal and environmental
health in a holistic interlinked way. The two organisations
collaborate in the area of risk communication and this
publication is one of several joint initiatives to strengthen
the risk communication capacity of organisations’ staff,
and international and national counterparts.

This Handbook was adapted directly from WHO-s Effective

Communications Participant Handbook which is used in
their face to face and online communications training
programme. The adapted Handbook allows you to brush up
on your communications knowledge and skills and share
with your international and national counterparts.

I hope you will find this handbook useful.

Bernard VALLAT
Director General of the World Organisation
for Animal Health - OIE

7
User Guide
Thank you for finding the time to read this handbook. This
handbook contains material that will help you to better
communicate on animal health and welfare issues. Each
chapter contains:

→ the main learning points of the chapter.

→ tools to help you digest and internalise the material.

→ worksheets for you to use during the training.

The overall objective of this handbook is to improve your

communications skills. Specific learning objectives are
listed for each chapter in the corresponding chapter notes.

If you are attending an OIE Seminar for Communication

Focal Points, you will use it during and after the training.
Your trainers will be OIE staff, as well as WHO staff or
external experts working closely with us.

Here is a quick guide to the handbook:

→ Blue pages contain chapter or training session notes:

introduction, objectives and narrative of main points
covered.

→ Orange pages are worksheets you will need during

learning.

→ Purple pages contain reference material.

This material is continuously being updated and

refined based on feedback from participants, and
to accommodate the changes taking place in OIE.
Please, feel free to make comments and suggestions in writing
to: [email protected] and write “OIE Communication
Handbook” in the subject line.
9
 SECTION A
FRAMING YOUR
COMMUNICATIONS

11
 Session 1
The SOCO
and the POINT
Session Notes 1:
The SOCO
and the POINT
1. What is this session about?
The most fundamental skill that a good communicator
possesses is a clear understanding of the change they
want to see regardless of what they say or how they say
it. This session deals with the two most basic tips for
effective communications: developing a Single Overarching
Communications Outcome (SOCO) and getting to your point
fast (POINT).

2. Learning objectives
By the end of the session, participants are able to:

→ describe the two basic communications tips – SOCO and

the POINT;

→ develop a single overarching communications outcome

(SOCO);

→ demonstrate getting to the POINT quickly and effectively.

3. Steps and guidance

3.1 The SOCO (single overarching communications outcome)

The most important questions to ask oneself regardless of

the type of communication are these:

15
 “Why am I speaking/writing/answering/presenting, etc?”

“What is the change I want to see as a result of my

communication?”

Knowing and always remembering the answer to these

questions keeps your communications effective, compelling
and on track. Remember this and you will NEVER go wrong.

The SOCO, or single overarching communications outcome,

is the change you want to see in your audience as a result
of your communication.

→ It is an outcome, and must therefore be expressed from

the perspective of the audience.

→ It is not an objective, which usually reflects your

perspective.

→ It must be explicit about the change you want, and

time-limited.

→ It must be realistic and achievable.

→ It must, together with other interventions (programmatic,

advocacy, etc.), contribute to a larger programme goal
or objective.

→ It will be the fixed point on which you keep your mind when
communicating. Messages are developed to achieve the
SOCO only after considering the needs and nature of your
target audience(s).

How to develop a SOCO:

16
 Step 1: What is your issue?

Step 2: Why do you want to focus on this issue and why do

you want to focus on it now?

Step 3: Who needs to change their behaviour (audience)?

Step 4: What is the change that you want to see in your

audience as a result of your communication? (THIS IS YOUR
SOCO)

Here are some things to remember about the SOCO:

Let’s take an example:

SOCO

Step 1 What is your Antimicrobial resistance

issue?

Step 2 Why do you want There is growing evidence of

to focus on this antimicrobial resistance. On the
issue and why one hand an adequate access
do you want to to effective antimicrobial agents
focus on it now? is necessary to treat animal
diseases and ensure both animal
welfare and food security, but
their responsible and prudent
use in animal health is essential
for maintaining their therapeutic
efficacy. Unfortunately, antibiotics
are too often freely accessible in
many countries and used without
veterinarians’ supervision.

17
 SOCO, continued

Step 3 Who needs to Option 1: Farmers

change their Option 2: Veterinarians
behaviour
(audience)?

Step 4 What is the If Option 1: Farmers stop buying

change that you and administrating antibiotics
want to see in without veterinarian supervision
your audience as and carefully respect veterinarian
a result of your prescription, notably withdrawal
communication? periods in food-producing animals.
(THIS IS YOUR
SOCO) If Option 2: Veterinarians,under
the supervison of a Veterinary
Statutory Body, use laboratory
testing more often and only
prescribe antibiotics with proper
medical indications for their use
which are supplied through licensed
or authorised distribution systems.

3.2 The POINT

Once you are clear about your SOCO, you know where you
are going or aiming. Once you know where you are aiming,
you must get there as fast as possible. Here is why:

Experts are trained to explain the situation and all possible

aspects of an issue, as well as to be complete, accurate and
lead people slowly and step-wise to a logical conclusion. If
this was depicted graphically, it would look like a triangle
on its head, with long explanations eventually leading to
the point.

However, people do not listen or hear in the same way. We

tend to listen when our attention is grabbed quickly and
focus is achieved. Once we are interested, we will listen
to the explanation and other nuances. This becomes even
18
 more important in a world transformed by technology for
communications. Listeners, including experts listening to
other experts, are inundated with competing information.
We need to get to our point as fast as possible and explain
the supporting information and nuances incrementally and
in a decreasing order of relevance and importance to our
audience. Graphically, we would turn the triangle mentioned
above so the point is at the top. The POINT is a basic,
common-sense and essential communications tip.

Experts speak like this People listen like this

Long, complete, ← The POINT

logical explanation

Reasons, evidence,
← The POINT explanations follow

4. Key messages from session

1. If you have no time for anything else, take time to develop
a single overarching communications outcome (SOCO) that
expresses the specific change you want to see as a result
of your communications. Do not start messaging without
defining your SOCO.

2. Once you know your SOCO, keep focus on it. It will show
you where to go, what to say and how to get back on
your path if and when you are derailed, distracted or
challenged.

3. The SOCO clarifies the POINT you want to make. Get to the
POINT as fast as possible. Explain and elaborate as needed.
Conclude again with your POINT for greater effect.

4. We will discuss the audience, their needs and motivations

in the next section.

5. Do not be tempted to start writing messages yet.

19
 Worksheet #1: The SOCO
The Single Overarching Communications Outcome

Proposed 1

Step 1 What is your issue ?

Step 2 Why do you want to

focus on this issue
and why do you want
to focus on it now ?

Step 3 Who needs to

change their
behaviour
(audience)?

Step 4 What is the change

that you want to see
in your audience
as a result of your
communication?
(THIS IS YOUR SOCO)

20
What is NOT a SOCO:

The change I want to see is that my audience is:

× told…
× informed…
× made aware…

What IS a good SOCO:

The change I want to see is that my audience is:

√ reassured…
√ convinced…
√ prevented from…
√ confident…
√ changed…
√ influenced…
√ donating funds…
√ modifying behaviour…
√ changing or accepting policy…

Examples:

The change I want to see is that:

My audience is (VERB) to do (VERB). -OR- My audience (VERB).

X Y Z X Y

The change I want to see is that:

The Minister is convinced to give funds for the campaign.

X Y Z
-OR-
Farmers put identification tags on their cattle.
X Y

21
Notes :
Notes :
 Session 2
The audience
Session Notes 2:
The audience
1. What is this session about?
This session is about the most important, and changeable,
element in any communication: the audience. We will look at
how to identify your audience (for each different SOCO you
have) and how the audience pays attention to your messages.
We will consider findings from neuroscience research and
adult learning theory to better understand how people hear,
take notice, remember and even change behaviour.

2. Learning objectives
By the end of the session, participants are able to:

→ explain why multisensory communications is important for

communicating effectively;

→ describe at least three adult learning approaches that can

enhance understanding and retention;

→ carry out a stakeholder analysis and outline strategic

options for selecting target audiences.

3. Steps and guidance

3.1 How can you identify your audience,
grab their attention and convince them to
be part of the change you want to see?

There is an enormous amount of information out there

competing with anything you want to convey. The
sources of information increase continuously. Some of

27
 these sources contradict one another. Your audience is
distracted, overloaded with information, and struggling
to unravel contradictions.

If you do manage to get your messages out, the media,

politicians, lobbyists and those with other interests will
amplify your message. Sometimes, they will distort what
you intended to say for their own benefit.

The erosion of trust in scientific and animal health experts,

institutions, governments and authority in general is also
negatively affecting how the Veterinary Services' messages
are perceived and acted upon.

Neuroscience tells us that adults learn and retain

information in particular ways. The following are important
aspects of adult learning which are important to remember
when communicating with our audiences:

1. Our brains are wired to forget, not to remember.

Multisensory communications help slow down the
forgetting curve.

2. Use of multisensory communications increases

understanding and retention of information.

3. When people have something to do, even if it is to call

a number, visit a website, be vigilant, etc., they tend to
remember messages more.

4. People remember what is outstanding or things that have

particular meaning to THEM.

5. The human brain chunks information into manageable sizes.

Most people cannot retain more than seven plus or minus
two pieces of information. It is safe not to expect people to
remember more than five things. Three is optimal.

28
6. People understand and retain information if there are
regular “breaks”. Present one idea at a time and take
physical breaks if possible. This could mean presenting an
idea and inviting questions or reflection before going on to
the next.

7. Great educators, entertainers and salespersons know that

people remember the beginning and the end. The middle is
often a vast cognitive wasteland.

3.2 Audience analysis

You need to do a thorough stakeholder analysis before you

think of strategy or messages. Your stakeholders can and
should be analysed in this way:

→ Step 1: Look at the framework for stakeholder analysis.

→ Step 2: Write your SOCO at the top.

→ Step 3: Look at the X-axis (horizontal) and consider which

of your stakeholders are supporting your SOCO (common
interest).

→ Step 4: Look at the Y-axis (vertical) and consider how

much energy each stakeholder puts to support or block
your SOCO.

→ Step 5: Plot every group or person you think can influence

the achievement of your SOCO. Be honest about your
analysis.

→ Step 6: Understand that the position each person or

group occupies:

29
 › can change with time,

› can influence others in the matrix (i.e. public can

influence politicians, veterinarians can influence
clients, and vice versa).

→ Step 7: Decide which groups or persons are best to

target to achieve your SOCO. Think of what needs to
be done at what time. This is the beginning of your
communications strategy.

→ Step 8: For each target group, think about what their

needs, wants and concerns are. How can they be
reached? What languages and levels of complexity of
messages will best suit them? What channels can best
reach them? How can you make your messages compelling
for your audiences?

→ Step 9: Review your analysis at specific time intervals or if

the situation or context changes for some reason.

ONLY NOW ARE YOU

READY TO START
WORKING ON MESSAGES

30
 4. Key messages from session
1. Take time to analyse your audiences ONCE you have your
SOCO and BEFORE you start messaging.

2. Remember that your audiences are distracted, overloaded

and sometimes even confused about your issue.

3. Be serious and honest about your audience analysis and

review periodically or when something changes.

4. CHOOSE your audiences based on how much they influence

positively or negatively the achievement of your SOCO and
your ability to reach them.

5. Remember that communications is only one of the many

things that need to be done to influence people and
groups for a particular health or programmatic outcome.

31
 Worksheet #2:
Stakeholder &
audience analysis
Very
energetic
Blockers Champions
(Active resisters) (Active supporters)
ENERGY INVESTED

Avoiders Silent Boosters

(Passive resisters) (Passive supporters)

No energy
or action

Disagree COMMON INTEREST Agree

with your SOCO with your SOCO

Write your SOCO here:

32
 Worksheet #2, continued:
Stakeholder/
audience analysis
and communications
strategy

Share your Energy Communications

objective Invested strategy

Champions YES Support → Give them information

publicly/
vocally → Appreciate +
acknowledge their
contribution

→ Let them champion

your cause

Silent YES Support → Educate, enable,

boosters silently inform and motivate

→ Energize them by
involving champions
they admire

33
 Share your Energy Communications
objective Invested strategy

Avoiders NO Oppose → Inform or ignore

silently
→ Get critical mass
of champions to
influence them

Blockers NO Oppose → Ignore if they are

loudly not influential

→ Confront if their
influence is
significant

→ Counteract by
giving facts and
enlisting champions

→ Monitor what they

say and who is
listening to them

Write down your

primary target
audience(s) here:

Note: Your communications strategy must be further refined using

the risk communications strategy to understand how your selected
audience responds to your issue.

34
Notes :
 Session 3
Communicating
on risk
Session Notes 3:
Communicating
on risk
1. What is this session about?
This session is about how risk is perceived and the four
strategies for communicating risk.

2. Learning objectives
By the end of the session, participants are able to:

→ describe how risk is perceived;

→ explain the risk communications framework linking hazard

and emotional engagement of the audience.

3. Steps and guidance

3.1 Risk perception

In the animal health and public health sectors, risk can be

considered as the probability of something bad happening
when people or animals are exposed to a hazard (something
that has the potential to harm physically or economically,
like a contagious disease). The magnitude of the risk is
directly related to the magnitude of the hazard, how much
exposure people have to the hazard, and how vulnerable
to the hazard those exposed are. But experts and those
“at-risk” do not necessarily perceive risk the same way.

39
 → For technical experts, risk is directly related to the nature
and magnitude of the HAZARD.

→ The public (or others at risk) perceives risk based on

many other factors and their ability to create a sense of
OUTRAGE (fear, concern, intense emotional engagement).

Risk communications experts1 have observed the following

factors as affecting how risk is perceived. They all
contribute to the development of a sense of outrage.
Outrage is usually higher when the public perceives the
hazard to be:

→ imposed involuntarily;

→ uncontrollable;

→ exotic or unfamiliar;

→ manmade;

→ irreversible;

→ disastrous in scale (regardless of probability);

→ unfairly distributed;

→ dangerous to children and future generations;

→ poorly understood.

The job of communications officers is to bridge this gap

between how the experts define risk and how the public
perceives it. So:

RISK = HAZARD + OUTRAGE

1
This material is adapted from work done by Peter Sandman and Vincent Covello as well as WHO.

40
 Many experts believe incorrectly that if we are transparent
and accurate, risk can be communicated well. However,
technical information (facts and figures needed to
support key messages), although core and central to risk
communications, is not nearly enough. Here are the building
blocks of risk communications:

→ Technical information: these are facts and figures needed

to support key messages.

→ Values: we need to appeal to people/cultural values.

→ Trust: individuals and Veterinary Services must be trusted

(The most important! By far!).

→ Credibility: of the messenger and the Veterinary Services.

→ Expression of caring/empathy: people will listen more

closely and pay attention to your message if they feel the
messenger cares.

3.2 Risk communications strategies

The following model is proposed by Peter Sandman. It

analyses risk perception based on:

→ the extent of the hazard.

→ the degree of emotion (fear, anger, concerns, outrage,

other emotions) of the affected audience(s).

Based on your analysis of where the risk perception

lies in the following matrix, you will use one of four risk
communications strategies described here.

41
 Outrage /
Fear

Outrage Crisis
EMOTIONAL RESPONSE

management communication
O F TA R G E T A U D I E N C E

Animal Health
Precaution
and Welfare education;
advocacy
Stakeholder relations

Apathy

Small HAZARD Big

Strategy 1: Animal Health and Welfare education (and

stakeholder relations): when the hazard is relatively small and
emotional engagement is low or there is apathy.

Goals:

→ Monitor communications surveillance to identify and

address outrage early (before the situation moves to
outrage management).

→ Maintain public and stakeholder engagement in ongoing

projects.

Notes:

→ Craft messages based on strong scientific evidence.

→ Disseminate general information, which is usually

sufficient, but watch out for problems early.

42
→ Rely on audience self-motivation to seek out and use
communications products.

→ Understand that it is unlikely to achieve major changes on

its own.

Examples:

→ Using a web newsletter or mobile alerts to keep

veterinarians informed about the latest animal disease
outbreaks in their region.

→ Leaflets on prudent use of antibiotics, veterinary

medicines withdrawal periods in food-producing animals,
human and animal symptoms of rabies, etc.

Strategy 2: Precautionary advocacy: when the hazard is big,

but people are not very concerned or outraged. They may be
apathetic to the issue.

Goals:

→ Arouse emotions – outrage the public to bring them to

your level of concern (not higher) so that they take action.

Notes:

→ This is the ONLY situation where you want to increase

public outrage but stop when it reaches the expert’s level
of concern.

→ Be careful not to over-dramatize. No scare tactics. Be

honest and transparent.

→ Incite people to take action to avoid secondary crisis from

this risk.

→ Send messages based on strong scientific evidence, in

lay language.

43
 Sometimes, animal health problems tackled by Veterinary
Services pose serious threats but your audiences are not
emotionally engaged enough to take your advice.

Examples:

→ Communications about animal identification, biosecurity

measures in farms, etc.

→ People are unaware of a new threat: risk of avian influenza

transmission by wild birds. They need information to
understand the magnitude of the risk and to know what
measures to take to protect their flocks and themselves.

→ Dog-rabies vaccination rates are low in developing

countries. People do not realize how vaccinating dogs,
both domestic and stray, could eliminate this fatal disease,
which continues to kill tens of thousands of people every
year, unfortunately mostly children.

Strategy 3: Outrage management: when the hazard is small

(little or no real danger) but people are very outraged or upset,
or their response is out of proportion to the real risk.

Goals:

→ Calm the public down, respectfully and reasonably.

› Listen to their concerns first.

› Apologize for any mistakes your service has made if

the outrage is about your mistakes.

→ Communicate facts and evidence; respectfully

acknowledge anger and fear.

› Explain the actual danger.

› Cite credible third parties (experts, scientific

research, etc.).
44
 › Correct misinformation.

› Resolve rumours.

Notes:

→ Act: there is a time pressure to communicate early

and frequently.

Examples:

→ Farmers fear that Peste des petits ruminants (PPR)

vaccine could affect their goats’ fertility.

→ Fear that all bovine meat could transmit prion.

→ Allegations that Veterinary Services are colluding with

private industry.

Strategy 4: Crisis communication: when the hazard is large

or imminent, and fear is also (appropriately) high.

Goals:

→ Put everyone on the same page in terms of information.

› Explain what is happening, explain early and keep

providing information frequently.

› Tell people what you know, what is being done and

when you will communicate next.

› Correct misinformation and resolve rumours.

› Messages will likely be based on uncertain scientific

facts.

45
 › Be transparent; admit what you do not know. In a
crisis, much of the information is likely to be missing
or at least uncertain at first.

→ Modify behaviour.

› Send a message that creates an impetus to act.

› Give people something to do (making risk seem

controllable).

→ Act: there is a time pressure to communicate early

and frequently.

› Deal with emotions.

› Show empathy.

› Do NOT over-reassure.

Notes:

→ Use a mix of methods: social mobilization, social media,

mass media, trustworthy spokespersons, etc.

→ Update information daily or even more frequently in the

acute phase.

→ Listen for concerns and address them proactively.

› A certain degree of fear/concern is necessary to

motivate people to act to protect their health.

› False assurances that later turn out to be unfounded

erode trust.

→ Communicate a sense of “we’re all in this together”.

46
 Examples:

→ Numerous cases of rabies in a country considered free

from the disease

→ Zoonotic H5N1 Avian influenza outbreaks in China

→ Foot and Mouth disease (FMD) outbreaks in North Africa

4. Key messages of the session

1. Experts and those affected do not perceive risk the same way.

2. Consider levels of outrage before you consider a risk

communications strategy.

3. All health communication is about communicating risk.

4. This model can and should be used for all advocacy, health
communication, crisis communication, risk communication
and outbreak communication.

47
 Worksheet #3:
Risk communication
Where is the audience perception? Is the audience
emotionally engaged or concerned? Or is there lack of
interest and apathy about your issue? Map where they are
on the grid below.

SOCO:

Audience:

Outrage /
Fear
Outrage Crisis
management communication
EMOTIONAL RESPONSE
O F TA R G E T A U D I E N C E

Animal Health
Precaution
and Welfare education;
advocacy
Stakeholder relations

Apathy

48 Small HAZARD Big

 Worksheet #3 continued:
Risk communication
Applying risk communication strategies
Communication Hazard (danger) Examples of Dealing with Main message Required action
strategy vs outrage hazards (real outrage
(concern) or perceived) (concern)

Precautionary → Hazard big → Outdated → Raise outrage → Beware! → Increase

advocacy → Outrage low veterinary to your level Something bad people’s
(apathy) products of concern could happen! emotional
→ Roaming dogs engagement
→ Refusing
vaccination
→ Insufficient
biosecurity
measures

Crisis → Hazard big → Natural → Keep outrage → We’re in this → Communicate

communication1 → Outrage high disaster high so as together proactively
→ Disease to maintain and early
outbreak people’s → Explain what
vigilance and is happening
→ Animal
the motivation
products → Make clear
to act
contamination what you know
(real or and what
suspected) you don’t

Outrage → Hazard small → Suspicion of → Try to lower → I appreciate/ → Communicate

management → Outrage high fertility impact outrage level understand proactively
from PPR your concern and early
vaccination Here are the → Listen and
→ Rumours facts as I acknowledge
of prion know them fears and
transmission by present the
all bovine meat evidence
→ Allegations of or facts
VS decisions → Explain why you
influenced believe there
by conflict is no danger
of interest

Health education → Hazard small or → Micronutrient → No action → Be watchful → Conduct

and stakeholder intermediate or deficiency communication
surveillance2 not imminent → Deworming surveillance
→ Outrage low or campaigns as soon as
absent (apathy) possible
→ Identify
potential
causes of
concern
early on

1
Also termed outbreak communication, pandemic communication and risk communication.
2
Communication or stakeholder surveillance involves assessing the public’s beliefs, opinions and knowledge about specific risks.
Notes :
Notes :
 SECTION B
DEVELOPING
COMMUNICATION
MATERIALS AND
PRODUCTS

53
 Session 4
7 Cs of
Veterinary
Services’
communications
Session Notes 4:
7 Cs of Veterinary
Services’ communications
1. What is this session about?
This session introduces a checklist that is useful for ensuring
that your animal health and welfare communications and
products follow good practice.

2. Learning objectives
By the end of the session, participants are able to:

→ list the 7 Cs of Veterinary Services’ communications;

→ → apply the 7 Cs to develop and test public animal health

and welfare material or products.

3. Steps and guidance

Good animal health and welfare communication products
follow the criteria below.

1. Command attention:
Effective communications products command attention. We
do this by focusing on the point fast and using compelling
arguments, facts and emotive images.

2. Clarify the message:

Once you have people’s attention, you need to clarify
what you mean. What does the number mean? Who is at
risk? What is the cost of not doing something? How can
something be done?
57
 3. Communicate a benefit:
This is one of the most common mistakes in communications.
We must be EXPLICIT about the benefits for our target
audience(s). For example: your cattle will be healthy and
produce more milk; or, this will protect your herd and your
farm’s income, etc.

4. Consistency counts:
We must be consistent in all our content including numbers,
facts and calls to action. There must be, consistency
over time (unless our communication is about a change
in the knowledge or advice the Veterinary Service offers)
and consistent across all parts of your service. Being
inconsistent damages our reputation and credibility very
quickly and undermines our ability to do our work even in
other areas of focus.

5. Cater to the HEART and the HEAD:

We are usually good about scrutinizing the content of
our communications. Do we have our facts right? Are
they backed up by evidence or agreement? But we must
remember to pay equal attention to the emotional needs of
our audiences. People listen with their eyes, ears and heart.
Issues and messages that appeal to people’s hearts or
emotions have greater chances of being heard, understood
and acted upon, thus leading to action and change.

6. Create trust:
Sound technical content, respect for the values of the
audience, credibility of the Veterinary Services or the
messenger and expressions of caring all invoke trust.
Announcing a situation early, being transparent and
available for clarification help strengthen trust. Genuine
expressions of caring and empathy also help maintain trust.
In many situations the use of Veterinary Services’ logo or
veterinarian qualification (Doctor) provides credibility and
increases or inspires trust.

58
7. Call to action:
To induce the change of behaviour desired, communications
MUST have a call to action. This could be: wash hands,
identify your herds, vaccinate your dogs, call you
veterinarian, visit a website, etc.

These tips apply to all communications, posters,

leaflets, videos, interviews, etc.

4. Key messages of session

1. The 7 Cs help us ensure that our animal health and welfare
messages are effective.

2. Use them ALWAYS for ALL products.

59
 Worksheet #4:
The 7 Cs of
communication
7 Cs of communication assessment sheet
Before sending a message, verbally or written, take a
minute to think about your communication points…
are the 7 Cs covered in your message?

Use this assessment as a guide to creating a message that

is clear, actionable and most importantly, listened to.

Type of material:

Subject:

SOCO:

Audiences:

60
The 7 Cs Description No Partially Completely

Command Have you focused on the

attention: point quickly? Does it have
compelling arguments,
facts and images?

Clarify Is your message clear

message: (meaning of numbers,
pictures, risk groups,
actions needed by
particular audience and
consequences of them not
doing them)? Is it clear
what should be done?

Communicate Have you made the

a benefit: benefit explicit to the
target audience(s)?

Consistency Are the numbers,

counts: facts, and calls to
action consistent?

Cater to Do you have your facts

the HEART right? Are they backed up
and HEAD: by evidence or agreement?
Have you paid equal
attention to the emotional
needs of your audiences?

Create trust: Is your message

trustworthy? Is it
transparent and credible?
Does it express empathy?

Call to Is there a call to action?

action: Is there a verb?

61
Notes :
Notes :
 Session 5
Storyline and
talking points
Session Notes #5:
Storyline and
talking points
1. What is this session about?
This session helps you develop ‘talking points’ and a
storyline for your interview or conversation.

2. Learning objectives
At the end of this session, participants are able to:

› develop a storyline;

› prepare talking points in preparation for an interview

on a key subject or message.

3. Steps and guidance

3.1 Before you think about developing a storyline
and preparing talking points

As discussed in Session 2, you must know your audience

before communicating with them. Most often, the goal of
your communication is for your audience to take some kind
of action – this is what you define with your SOCO. But
before people take action, they usually go through some
internal steps. Understanding how people make decisions
and take action is a critical part of the communication
process. People are usually in one of the four following
steps of the decision ladder:

67
 A: Action
C: Conviction
C: Comprehension
A: Awareness

Your ultimate goal is for your audience to take the top step
– Action. Depending on where people are in the decision
ladder, however, your intermediate goal will be for your
audience to take the next step. Your audience can only go
up the ladder one step at a time.

3.2 Importance of creating a storyline

For thousands of years and all over the world, stories

have been used to transmit knowledge and information.
This can be explained by how the brain works: cognitive
scientists have found that humans are not ideally set up
to understand logic, they are ideally set up to understand
stories. So when you speak about the work of Veterinary
Services, or about a certain topic or issue, it is important
to frame what you say as a storyline.

A typical Veterinary Services storyline flows like this:

The problem: give a very short description of the problem,

and how it has evolved to this point; address the question
“so what”?

The solution: describe what can be done about the problem

– concrete, appealing, feasible actions.

The Vetererinary Services response: what are the

Vetererinary Services doing about this? how is it
contributing to the solution? And what can others do?

3.3 Importance of creating talking points

The speaker plays a key role in any verbal communication.

After thinking about the WHY of the communication (SOCO)

68
 and understanding his/her audience, the speaker will
prepare the WHAT – the content of this communication. In
Aristotle’s model of communication, the speaker:

→ discovers rational, emotional and ethical proofs;

→ arranges these proofs strategically;

→ clothes the ideas in clear and compelling words;

→ delivers the communication appropriately.

Talking points help focus your “WHAT”.

In any media communications, it is important to ensure the

version of the story being reported is what your service
wants. The way to ensure this is to create talking points.

Talking points are key messages that provide background

facts and supporting evidence about a topic in a
conversational way. Talking points are written to help
speakers or interviewees to address the media and other
influential audiences. Although talking points are written
in a conversational matter, it is important to have strong
supporting statements that provide credibility to the
talking point.

3.4 Steps for creating talking points

1. Have a SOCO (single overarching communications

outcome), the change or outcome you want to see as a
result of your message.

2. For your particular topic, and keeping your SOCO and your
audience in mind, think of the three key points you would
want someone to know, one point each for the problem, the
solution, and the Veterinary Services’ response.

› These are your three talking points.

69
 3. For these three talking points, explain each in a
conversational way and write it on paper.

4. Take each of the three talking points and, in bullet-

point style, create three supporting arguments for each,
including:

› concrete examples, or

› facts, or

› statistics.

Note:

When preparing the three supporting arguments, think about

the information that will be needed to back up your talking
points. If someone were to challenge the talking points,
what facts and examples will support the talking points?

› As of DATE we have X farms affected by DISEASE and

are doing Y to address the situation.

5. Read the talking points out loud to yourself before finalizing.

This is important because ultimately the talking points are
for a speaker who will need to sound conversational as well
as knowledgeable on the key messages.

70
 4. Key messages from this session
1. People are usually in one of four following steps of the
decision ladder: awareness, comprehension, conviction,
action. They can only go up one step at a time.

2. Humans are not ideally set up to understand logic, they

are ideally set up to understand stories.

3. Talking points are the basic framework for the main

messages, facts and information you want to convey in
your interview.

4. Always prepare, practice and get feedback on your talking

points BEFORE your interview.

5. Talking points are written in a conversational manner, and

it is important to have strong statements to provide credibility.

71
 Worksheet #5:
Talking points template
Originator:

Date & time:

Cleared by:

Main audiences:

Talking points topic:

SOCO (the change you want to see is…):

72
The problem: talking point #1:

› Supporting argument:

› Concrete example, supporting fact or statistic:

The solution: talking point #2:

› Supporting argument:

› Concrete example, supporting fact or statistic:

The Veterinary Services response: talking point #3:

› Supporting argument:

› Concrete example, supporting fact or statistic:

Now, read this out loud… how does it sound?

73
Notes :
Notes :
 SECTION C
WORKING WITH
THE MEDIA

77
 Session 6
Media
spokesperson
tools
Session Notes #6:
Media
spokesperson
tools
1. What is this session about?
This session outlines how to be an effective spokesperson
for animal health and welfare, and for the Veterinary
Services.

2. Learning objectives
By the end of this session, participants are able to:

→ describe the attributes of a good spokesperson;

→ recognize and deal with difficult interviews using bridging

techniques.

3. Steps and guidance

3.1 The Spokesperson

The role of the Veterinary Services spokesperson is to

communicate information that the audience wants or needs
to prevent and reduce hazard, spread of disease or animal
deaths. The spokesperson can bring the service to life by
building trust and credibility for the Veterinary Services
and by building support for the animal health and welfare
response. Often Veterinary Services will be asked by media

81
 to comment on new zoonotic diseases that affect people.
When preparing as a Veterinary Services spokesperson,
keep in mind the following guidance tips.

A. Remember, good spokespersons are made,

not born

They:

→ are prepared;

→ have a compelling story to tell;

→ have longstanding credibility (expertise, experience);

→ have a solid reputation, past, present and sustained

(individual and organizational reputation);

→ are engaged with the key stakeholders and relate to the

audience;

→ are available to interact with the media;

→ are good communicators.

B. Bring your story to life

Remember to personalize your message through:

→ a story;

→ a personal recollection or experience;

→ social maths;

→ explaining concepts and jargon;

82
→ explaining the implications for individuals affected;

→ using the language of the audience.

C. Follow essential communication tips

Basic communications tips apply to all spokespersons,

regardless of how skilled they are. Applying the following
essential communication tips will help you to create three
key messages, find stories, illustrations, factual evidence
or examples and support your message.

These are the essential communication tips:

→ Start with a single overarching communications outcome

(SOCO).

→ Get to the point, as fast as possible.

→ Remember, the interviewer is thinking: “What’s in this for

me?”

→ Respect the 7 Cs of public health communications:

1. Command attention.

2. Clarify message.

3. Communicate a benefit.

4. Cater to the heart and mind.

5. Consistency counts.

6. Create trust.

7. Call to action.

83
 3.2 The interview

A. Media interviews are useful for animal health

and public health work

Media interviews offer valuable opportunities for the

Veterinary Services. They are cost-effective ways of
reaching our audiences to highlight animal health and
welfare problems, as well as for highlighting links to public
health. They help us engage key stakeholders in solutions
and actions. Done properly, they enhance the trust in
public services, which is essential for Veterinary Services’
overall work.

B. Know the rules of a media interview

Most interviews are straightforward if you have a clear,

compelling message that is targeted at your primary
audiences. Most media are friendly and want Veterinary
Services spokespersons as experts in their stories. We
are usually valued, especially for our technical knowledge.
However, at times interviewers can be hostile or difficult
regardless of how much you have prepared.

Interviews are NOT conversations. Here are the basic media

interview rules.

→ The job of the media is to get a story.

→ Your job is to tell YOUR story, YOUR way.

→ You don’t have to answer the question asked.

→ The only way to improve your media skills is preparation,

rehearsal and feedback.

→ Face to face communication: 55% body language; 38%

voice, 7% words.

84
→ Be prepared; and be prepared for difficult media
interviews.

C. Beware of difficult interviewers

A few journalists may use some of these unfair approaches.

→ The Machine-gunner - lots of questions all at once…

› Pick one or two and ignore the rest.

→ The Interrupter…

› Either ignore the interruption or say “I’ll come back

to that later”; or “Excuse me please, let me finish”.

→ The Dart thrower - tosses in an unflattering or unfair

statement…

› Take exception if you are being unfairly

characterized. Show indignation if the accusations
are unfair. Don’t overreact or lose your professional
demeanour.

→ The Dumb-Dumb - has not done the homework or is

uninterested…

› Lead the interview with, “I think your audience might

be interested to know…,” or, “are you aware of the
fact that…”

D. Some tried and tested ways to deal with

difficult questions

Below are some techniques for transitioning back to the

safety of your key message.

85
 → Remembering your SOCO

Keep your SOCO in mind and communicate so that you

achieve your SOCO objective at every opportunity. Plan and
rehearse your key messages. Use it if the interviewer asks
“what would you like to talk about?” or “is there anything
you would like to add?”

→ Blocking

Sometimes a reporter asks you a question you don’t want

to answer.

If it is a policy not to discuss certain issues, it is okay to

say that you are not able to discuss the topic, and then
follow up with what you can discuss as it relates to your
key message. If you cannot answer a question, it is okay to
say so and then explain why. If you don’t know the answer
to a question, it is okay say you don’t have the information,
and follow up with what you do know.

→ Bridging

You will often be asked questions that don’t get to the

points you wish to make or that you don’t wish to answer.
You can use bridging to turn the question to your points.
Here are some bridging techniques to help you return to
the safety of your key message:

› “Let me start by…”

› “I would describe it differently…(the answer)…

“let me explain…”

› “That’s the way it used to be… here’s what we do

now…”

› “Historically, that was the case. Today, here’s what

we’re doing…”

86
 › “I’ve heard that too… The real issue is…”

› “Yes… (the answer) and furthermore… and in

addition to that…”

› “That’s interesting…The fact is (are)…”

› “That’s one view… OIE experts’ research shows…”

› “Yes, but… that speaks to a bigger point…”

› “…I think what you are really asking is…”

→ Flagging

When trying to quickly make your key messages clear

in an interview, start with the conclusions and end with
the explanations – “flag” or “headline” the issue. This
is especially important for broadcast interviews. It helps
your audience remember your message by emphasizing or
prioritizing what you consider to be most important first,
then following up with the explanation.

→ Hooking

Hooking is leaving a little taste at the end of something

you have said so that the reporter will want to ask you a
follow-up question, such as, “You’d be surprised at what
our research indicated…”

→ Enumerating points

When you have a complicated message in a broadcast

interview, you can carefully extend the sound bite by
enumerating your points, making it difficult for the media
outlet to separate them, for example, “There are three
things farmers facing an avian influenza outbreak should
know: …1 …2 …3 …”

87
 4. Key messages from this session
1. Media interviews are very effective for public health work
and for strengthening trust in the service.

2. Basic communication tips apply to all media interviews.

3. The job of the media is to get a story; your job is to tell

your story, your way.

4. Use bridging techniques to get back to the safety of your

SOCO.

5. Face-to-face communications is 55% body language, 38%

voice, 7% words.

88
 Worksheet #6:
Phrases to bridge back
to safety (your SOCO)
Reporters’ tactics and spokesperson techniques guidance

Question type Reporter tactic/questions Spokesperson responses

“What could happen if “I wouldn’t want to speculate on

?” that. The facts are ”
“How do you think this happened? “It is important that we deal with
“Can you offer a guess as to the facts as we know them, and they
Speculative questions are ”
?”
“It’s too early to tell. We will
have a full evaluation and
find out what happened.”

“John Smith from the UK Government “This is the information

told us that I have ”
A source from within FAO has told us “I’d like to stick to the facts, and
” they are ”
Hearsay questions “How do you respond to “The facts are ”
Mary Jones of XXX who “This is what I know ”
said that ?”
“I can’t speak for Dr XYZ, but what
“Our sources tell us ” I can address ”

“Tell us about the Avian “The truth is ”

influenza outbreak that “Let me give you the facts as I have
happened here today?” them ”
“Could this have been “Once again, let me share with you
Negative repeat another BSE crisis?”
questions exactly what happened ”
“Tell us about the ” Note: Don’t repeat the
“Why is Veterinary Services’ negative comment or word!!
surveillance substandard?” Correct the inaccuracy.

“So, low staff morale in Many organizations are going

Veterinary Services is affecting through tough times
Putting words animal health, isn’t it?” Note: Don’t repeat the negative.
in your mouth Make the answer collective.

89
 Worksheet #6, continued:
Phrases to bridge back
to safety (your SOCO)
Reporters’ tactics and spokesperson techniques guidance (continued…)

Question type Reporter tactic/questions Spokesperson responses

Reporter gives you completely Let me give you the correct

false information to put information
you on the defensive. Actually this is what happened
Presupposition “Isn’t it true that Veterinary The truth is
questions Services didn’t provide enough
training to slaughterhouse Note: Don’t repeat the
technicians because the money negative comment or word!
was used for office parties?”

“So you have awarded 75% of “Perhaps I could clarify that

your grants budget to carry for your (viewers, listeners,
FMD surveillance programme readers), [reporter’s name],
False facts and to one single province ?” That is not true… the
incorrect information Note: If a reporter provides facts are that…”
incorrect information, it is Note: Correct graciously and
okay to correct them with … go to your positive point

“You’ve given good Stay on your agenda.

answers to such a Be aware of nonverbal cues.
controversial issue…(reporter It’s the reporter’s job to
Feeding the mike pauses, cameral stops rolling…)” fill the airtime.
Note: When the camera
stops rolling, the reporter
is still recording

90
 Spokesperson bridging techniques & examples

Technique Explanation Example

Sometimes a reporter asks you a “It’s our policy not to discuss XYZ…
question you don’t want to answer. but what I can tell you is…“
Blocking
If it is a policy not to discuss …and then bridge on to what you
certain issues, it is fair to say… want to talk about. If you can’t
answer a question, explain why.

You will often be asked questions “Let me start by…”

that don’t get to the points you “I would describe it differently…
wish to make or that you don’t wish (the answer)…“let me explain…”
to answer. You can use bridging to
turn the question to your points. “I don’t know…I don’t have that
information…What we do know is…”
“That’s the way it used to be…
here’s what we do now…”
“Historically, that was the case.
Today, here’s what we’re doing…”
Bridging “I’ve heard that too…
The real issue is…”
“Yes… (the answer) and furthermore…
and in addition to that…”
“That’s interesting…The fact is
(are)…”
“That’s one view…OIE
research shows…”
“Yes, but…that speaks
to a bigger point…”
“… I think what you are
really asking is…”

Hooking is leaving a little taste at “You’d be surprised at what our

Hooking the end of something you’ve said research indicated…”
so that the reporter will want to
ask you a follow-up question. “There are three things we’ve found
that are particularly important…”

When trying to make your key You can simply make your point and
messages clear quickly in an then explain it, or you can draw
interview, start with the conclusions attention by saying phrases such as:
and end with the explanations – “What’s important to remember is…The
“flag” or “headline” the issue. most important thing to remember…”
“I’ve talked about a lot of things today.
Flagging This is especially important for It boils down to these three points…”
broadcast interviews. It helps your “I’m glad you mentioned
audience remember your message that…because…”
by emphasising or prioritising what
you consider to be most important. “What we really want to
make clear is that…”
“Your readers/viewers need to know…”
“But what’s really important or
what you should take away is…”

When you have a complicated “There are three things a farmer

message in a broadcast interview, facing unexplained deaths in
you can carefully extend the his herds should know:
Enumerating sound bite by enumerating your
points 1) isolate the dead bodies from the herd,
points, making it difficult for the
media outlet to separate them. 2) wash hands and change clothes ,
before manipulating the other animals,
91
3) contact his veterinarian as
soon as possible.”
Notes :
Notes :
 Session 7
Tips for
working with
the media
Session Notes #7:
Tips for working
with the media
1. What is this session about?
This session outlines tips, tools and advice for dealing
effectively with the media.

2. Learning objectives
By the end of this session, participants are able to:

› list the 10 golden rules for dealing with the media;

› know what the media want and do not want;

› prepare a sound bite.

3. Steps and guidance

3.1 Prepare

A. Have a SOCO (single overarching

communications outcome) and be clear
about your audience

The media are not your audience, but they need to

understand your message and be motivated to convey it to
your audience.

B. Practise and rehearse and get feedback

97
 C. Remember the 10 golden rules

1. Never, never, never lie.

2. Never say “No comment”.

3. There is no such thing as, “off the record”.

4. Be short, get to the point and always think of the audience.

5. Stay calm, confident and in charge.

6. Use simple language, avoid jargon.

7. Be human, and smile when appropriate.

8. It is okay to say “I don’t know, but I’ll find out”.

9. Do not speculate.

10. Beware of reporters’ tactics.

3.2 Understand what the media want

A. Today’s reporter

Today’s reporter often covers more than one “beat” and

writes for more than one media channel (print/radio/TV/
web). Frequently, reporters are on a 24/7 production
cycle and can be bombarded with releases, advisories,
statements (much of which contains little “news” ). It is our
job to provide compelling, complete and accurate stories
and messages so they grab the attention of the media.

98
 B. What reporters want

Reporters want:

→ numbers, numbers, numbers…

(that are “current” and “reliable”)

→ what is new

→ what is unexpected, surprising, or against “trend”

→ to have calls answered promptly

→ access to an expert or spokesperson who “gets to the

point”

→ material in local language

→ good quotes, analysis and current information

→ photo and video images

→ respectful treatment

→ human interest stories.

C. What reporters don’t want

Reporters don’t want:

→ lies, half-truths and misinformation

→ unanswered messages

→ news releases about all of Veterinary Services’ activities

→ exhaustive and lengthy news conferences

→ material only in English

99
 → being kept waiting

→ last-minute notice.

3.3 Prepare a sound bite

One way to work with the media and to ensure a clear

message is to prepare a sound bite. A sound bite is a short,
focused, clear quote that is easy to repeat and memorable
when heard.

Creating a sound bite will help to focus your message and

reach your audience, as sound bites:

→ use plain language – no jargon;

→ use bold, positive, active verbs;

→ adhere to the ideal 27/9/3 rule:

› 27 words,

› 9 seconds,

› 3 messages;

→ speak to a 4th-6th grade level;

→ have action and emotion;

→ do not use humour;

→ contain an analogy or memorable example;

→ have been rehearsed and rehearsed so it naturally flows

off your tongue.

100
 4. Key messages from this session
1. The only way to improve your media skills is to prepare,
rehearse and get honest feedback.

2. Today’s reporter is constantly multitasking with multiple

stories - we need to ensure our stories are portrayed
accurately.

3. Sound bites are useful to get across a quotable quote

focusing on your most important message.

101
 Worksheet #7:
My sound bite
Step 1: Review Worksheet #5, your talking points

Step 2: Apply the 27/9/3 Rule: 27 words;

9 seconds; 3 messages

Step 3: Say it out loud, get feedback and refine

Write your
sound bite here:

102
Notes :
 SECTION D
STANDARDS
ON OIE
COMMUNICATION

105
 Session 8
Terrestrial
Animal Health
Code
 Reference document:
Chapter 3.3.
of the Terrestrial
Animal Health Code
Article 3.3.1.

General considerations
In general, communication entails the exchange of information between
various individual, institutional and public groups for purposes of
informing, guiding and motivating action. The application of the science
and technique of communication involves modulating messages in
accordance with situations, objectives and target audiences.

The recognition of communication as a discipline of the Veterinary

Services and its incorporation within it is critical for their operations.
The integration of veterinary and communication expertise is essential
for effective communication.

Communication should be an integral part of all the activities of

the Veterinary Services including animal health (surveillance, early
detection and rapid response, prevention and control), animal welfare
and veterinary public health (food safety, zoonosis) and veterinary
medicine.

Objectives of this chapter on communication for the Veterinary Services

are to provide guidance for the development of a communication
system, strategic and operational communication plans and elements
to assess their quality.

109
 Article 3.3.2.

Principles of communication
1. Veterinary Services should have the authority and capability to
communicate on matters within their mandate.

2. Veterinary and communication expertise should be combined, and

have established linkages with relevant agencies, particularly for
management of disasters which could have impact on animal health
and animal welfare, and for exotic disease control.

3. Communication should be targeted and follow the fundamental

criteria of transparency, consistency, timeliness, balance, accuracy,
honesty and empathy and respect the fundamental principles of
quality of Veterinary Services (Article 3.1.2.).

4. Communication should be a continuous process.

5. Veterinary Services should have oversight of planning, implementing,

monitoring, evaluating and revising their strategic and operational
communication plans.

Article 3.3.3.

Definitions
Communication: means the discipline of informing, guiding and
motivating individual, institutional and public groups, ideally on the
basis of interactive exchanges, about any issue under the competence
of the Veterinary Services.

Crisis: means a situation of great threat, difficulty or uncertainty

when issues under the competence of the Veterinary Services require
immediate action.

Crisis communication: means the process of communicating

information as accurately as possible, albeit potentially incomplete,
within time constraints in the event of a crisis.

110
 Outbreak communication: means the process of communicating
in the event of an outbreak. Outbreak communication includes
notification.

Article 3.3.4.

Communication system
In addition to the Principles of Communication the following elements
should be used in conjunction with Chapter 3.1., when planning,
implementing and assessing a communication system:

1. Organisational chart indicating a direct link between the

communication personnel and the Veterinary Authority, through
the chain of command, such as dedicated communication unit or
communication officer

2. Human resources

a. Identified and accessible official communication focal point

b. Job descriptions of communication personnel identifying roles

and responsibilities

c. Sufficient number of qualified personnel with knowledge, skills,

attitude and abilities relevant to communication

d. Continuous training and education on communication provided to

communication personnel.

3. Financial and physical resources

a. Clearly identified budget for communication that provides

adequate funding

b. Provision or access to appropriate material resources in order

to carry out roles and responsibilities: suitable premises or
accommodation that is adequately equipped with sufficient office
and technical equipment, including information technology and
access to the Internet.

111
 4. Management of the communication system
a. Roles and responsibilities of the communication personnel

i. Report to the Veterinary Authority

ii. Engage in decision-making process by providing guidance and
expertise on communication issues to the Veterinary Services

iii. Be responsible for the planning, implementation and

evaluation of the strategic and operational plans for
communication and relevant standard operating procedures

iv. Function as contact point on communication issues for the

Veterinary Services with established linkages to relevant
Competent Authorities with which Veterinary Services
collaborate

v. Provide and coordinate continuous education on

communication for the Veterinary Services.

b. Strategic plan for communication

A well-designed strategic plan for communication should support

the Veterinary Services strategic plan and have management
support and commitment. The strategic plan for communication
should address all high level organization-wide long-term
communication objectives.

A strategic plan for communication should be monitored,

periodically reviewed and should identify measurable
performance objectives and techniques to assess the
effectiveness of communication.

The strategic plan for communication should consider the

different types of communication: routine communication,
risk communication, outbreak communication and crisis
communication, to allow individuals, affected or interested
parties, an entire community or the general public to make best
possible decisions and be informed of policy decisions and their
rationale.

112
 The key outcomes in effectively implementing a strategic plan for
communication are increased knowledge and awareness of issues
by the public and stakeholders, higher understanding of the role
of the Veterinary Services, higher visibility of and improved trust
and credibility in the Veterinary Services. These will enhance
understanding or acceptance of policy decisions and subsequent
change of perception, attitude or behaviour.

c. Operational plans for communication

Operational plans for communication should be based on the

assessment of specific issues and should identify specific
objectives and target audiences such as staff, partners,
stakeholders, media and the general public.

Each operational plan for communication should consist of a

well-planned series of activities using different techniques,
tools, messages and channels to achieve intended objectives
and utilizing available resources within a specific timeframe.

113
 Session 9
Aquatic
Animal Health
Code
 Reference document:
Chapter 3.2.
of the Aquatic Animal
Health Code
Article 3.3.1.

General considerations
In general, communication entails the exchange of information between
various individual, institutional and public groups for purposes of
informing, guiding and motivating action. The application of the science
and technique of communication involves modulating messages in
accordance with situations, objectives and target audiences.

The recognition of communication as a discipline of the Aquatic Animal

Health Services and its incorporation within it is critical for their
operations. The integration of aquatic animal health and communication
expertises is essential for effective communication. Communication
between the Aquatic Animal Health Services and Veterinary Services
(particularly where Aquatic Animal Health Services are separate from,
and independent of Veterinary Services) is especially important.

Communication should be an integral part of all the activities of the

Aquatic Animal Health Services including animal health (surveillance,
early detection and rapid response, prevention and control), aquatic
animal welfare and veterinary public health (food safety, zoonoses)
and veterinary medicine.

117
 Objectives of this chapter on communication for the Aquatic Animal
Health Services are to provide guidance for the development of a
communication system, strategic and operational communication plans
and elements to assess their quality.

Article 3.2.2.

Principles of communication
1. Aquatic Animal Health Services should have the authority and
capability to communicate on matters within their mandate.

2. Aquatic animal health and communication expertises should be

combined.

3. Communication should be targeted and follow the fundamental

criteria of transparency, consistency, timeliness, balance, accuracy,
honesty and empathy and respect the fundamental principles of
quality of Aquatic Animal Health Services (Article 3.1.2.)

4. Communication should be a continuous process.

5. Aquatic Animal Health Services should have oversight of planning,

implementing, monitoring, evaluating and revising their strategic and
operational communication plans.

Article 3.2.3.

Definitions
Communication: means the discipline of informing, guiding and
motivating individual, institutional and public groups, ideally on the
basis of interactive exchanges, about any issue under the competence
of the Aquatic Animal Health Services.

Crisis: means a situation of great threat, difficulty or uncertainty

when issues under the competence of the Aquatic Animal Health
Services require immediate action.

118
 Crisis communication: means the process of communicating
information as accurately as possible, albiet potentially incomplete,
within time constraints in the event of a crisis.

Outbreak communication: means the process of communicating

in the event of an outbreak. Outbreak communication includes
notification.

Article 3.2.4.

Communication system
In addition to the Principles of Communication the following elements
should be used in conjunction with Chapter 3.1., when planning,
implementing and assessing a communication system:

1. Organisational chart indicating a direct link between the

communication personnel and the Competent Authority, through
the chain of command such as dedicated communication unit and
communication officer

2. Human resources

a. Identified and accessible official communication focal point

b. Job descriptions of communication personnel identifying roles

and responsibilities

c. Sufficient number of qualified personnel with knowledge, skills,

attitude and abilities relevant to communication

d. Continuous training and education on communication provided to

communication personnel.

3. Financial and physical resources

a. Clearly identified budget for communication that provides

adequate funding

119
 b. Provision or access to appropriate material resources in order
to carry out roles and responsibilities: suitable premises or
accommodation that is adequately equipped with sufficient office
and technical equipment, including information technology and
access to the Internet.

4. Management of the communication system

a. Roles and responsibilities of the communication personnel

i. Report to the Competent Authority

ii. Engage in decision-making process by providing guidance
and expertise on communication issues to the Competent
Authority

iii. Be responsible for the planning, implementation and

evaluation of the strategic and operational plans for
communication and relevant standard operating procedures

iv. Function as contact point on communication issues for the

Aquatic Animal Health Services

v. Provide and coordinate continuous education on

communication for the Aquatic Animal Health Services.

b. Strategic plan for communication

A well-designed strategic plan for communication should support

the Aquatic Animal Health Services strategic plan and have
management support and commitment. The strategic plan for
communication should address all high level organization-wide
long-term communication objectives.

A strategic plan for communication should be monitored

and periodically reviewed, and should identify measurable
performance objectives and techniques to assess the
effectiveness of communication.

120
 The strategic plan for communication should consider the
different types of communication: routine communication,
risk communication, outbreak communication and crisis
communication, to allow individuals, affected or interested
parties, an entire community or the general public to make the
best possible decisions and be informed of policy decisions and
their rationale.

The key outcomes in effectively implementing a strategic plan

for communication are increased knowledge and awareness of
issues by the public and stakeholders, higher understanding of
the role of the Aquatic Animal Health Services, higher visibility of
and improved trust and credibility in the Aquatic Animal Health
Services. These will enhance understanding and/or acceptance
of policy decisions and subsequent change of perception,
attitude and/or behaviour.

c. Operational plans for communication

Operational plans for communication should be based on the

assessment of specific issues and should identify specific
objectives and target audiences such as staff, partners,
stakeholders, media and the general public.

Each operational plan for communication should consist of a

well-planned series of activities using different techniques,
tools, messages and channels to achieve intended objectives
and utilising available resources within a specific timeframe.

121
Acknowledgements
The Communication Handbook for Veterinary Services has
been developed based on the WHO Effective Communications
Participant Handbook. The WHO handbook was created to
support WHO staff around the world in enhancing their
communications skills as part of the global communications
capacity-building efforts of the WHO Department of
Communications (DCO).

The OIE Communication Unit deeply thanks the risk

communication teams of the Department of Communications
(DCO) and the Pandemic and Epidemic Diseases (PED)
department at WHO Headquarters. They have made available
the original WHO Handbook and helped us in adapting it
for use by Veterinary Services.

The OIE Communication Unit also acknowledges the

participation and efforts of all OIE staff,from headquarters as
well as from OIE Regional and sub-regional Representations,
who, by providing their essential feedback helped to make
this Handbook a useful pedagogical tool for all Veterinary
Services worldwide.

For any further information, explanation, feedback and

training, please contact the OIE Communication Unit in writing
to: [email protected] and write “OIE Communication
Handbook” in the subject line.

123
Communication Training Programme
For OIE Communication National Focal
Points

OIE Communications Unit

OIE Headquarters

[email protected]

2015