getting your message across using the media

Getting Your Message Across Using The Media

FIRST EDITION

Media Training from the NEW JERSEY WORK ENVIRONMENT COUNCIL

MEDIA TRAINING WORKSHOP


FIRST EDITION

Media Training from the NEW JERSEY WORK ENVIRONMENT COUNCIL

This material was produced under grant SH26288SH4 from the Occupational Safety and Health Administration, U.S. Department of Labor. It does not necessarily reflect the views or policies of the U.S. Department of Labor, nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. government.

New Jersey Work Environment Council 3


Table of ContentsAbout WEC ....................................................................................................4

The Small Group Activity Method ......................................................................5

The Three Basic Learning Exchanges ................................................................6

The Fact Sheet Reading Method .......................................................................7

Activity 1: Your Experience with the Media .........................................................8

Task 1 ............................................................................................9

Activity 2: What Makes an Effective Media Release ...........................................15

Task 1 ..........................................................................................16

Activity 3: Writing a Letter-to-the-Editor or an Op-Ed ........................................21

Task 1 ..........................................................................................22

Activity 4: Social Media Exercise .....................................................................27

Task 1 ..........................................................................................33

Activity 5: Interview with the Press .................................................................36

Task 1 ..........................................................................................37

Additional Resources .....................................................................................52

An Introduction to OSHA ...............................................................................63


4 New Jersey Work Environment Council

About WEC The New Jersey Work Environment council (WEC) is a coalition of labor, environmental, and community organizations working for safe, secure jobs and a healthy, sustainable environment.

For more information, go to our website: www.njwec.org

To request speakers or training, please contact:

New Jersey Work Environment Council7 Dunmore Avenue, First Floor East Ewing, New Jersey 08618-1937Telephone: (609) 882-6100Email: [email protected]: www.njwec.org



The Small Group Activity Method

Basic StructureThe Small Group Activity Method* is based on a series of problem-solving activities. An activity can take from 45 minutes to an hour. Each activity has a common basic structure:

O Small Group Tasks O Report-Back O Summary

1. Small Group Tasks: The training always begins with groups working together at their tables. Each activity has a task, or set of tasks, for the groups to work on. The task asks that the groups use their experience and the factsheets to solve problems and make judgements on key issues.

2. Report-Back: For each task, the group selects a scribe that takes notes on the small group discussion and reports back to the class as a whole. During the report-back, the scribe informs the entire class as to how his or her group solved the particular problem. The trainer records each scribe’s report-back on large pads of paper in front of the class so that everyone can refer to them.

3. Summary: Before the discussion drifts too far, the trainer needs to bring it all together during the summary. Here, the trainer highlights the key points of the activity and brings up any problems or points that may have been overlooked during the report-back.

* The Small Group Activity Method (SGAM) is based on a training procedure developed by England’s Trades Union Congress (TUC) in the 1970s. The Labor Institute and Oil, Chemical, and Atomic Workers Union (now part of the United Steelworkers) used a similar method around economic and health and safety issues for workers and further developed the procedure into SGAM. The New Jersey Work Environment Council has used SGAM since 1986.



Three Basic Learning ExchangesThe Small Group Activity Method (SGAM) is based on the idea that every training is a place where learning is shared. With SGAM, learning is not a one-way street that runs from trainer to worker. Rather, SGAM is a structured procedure that allows us to share information. It is based on three learning exchanges:

O Worker-to-Worker O Worker-to-Trainer O Trainer-to-Worker

Worker-to-Worker: Most of us learn best from each other. SGAM is set up in such a way as to make the worker-to-worker exchange a key element of the training. The worker-to-worker exchange allows participants to learn from each other by solving problems in their small groups.

Worker-to-Trainer: Lecture-style training assumes that the trainer knows all the answers. With SGAM it is understood that the trainers also have a lot to learn and this is the purpose of the worker-to-trainer exchange. It occurs during the report-back and it is designed to give the trainer an opportunity to learn from the participants.

Trainer-to-Worker: This is the trainer’s opportunity to clear up any confusion and make points they think are key. By waiting until the summary section, trainers know better what people need to know.



The Fact Sheet Reading MethodThe process described below focuses everyone on the important information in the fact sheets. Assume an activity has one task followed by eight fact sheets.

The process is as follows:

First, select a scribe for this Task.

Each of you will be assigned a small number of fact sheets to read. You will then share the fact sheet information with your table.

Your trainer will assign your individual fact sheets this way:

Starting with the scribe and moving to the left, count out loud from 1 to 8. Keep going around the table until all numbers (fact sheets) are distributed. The assigned numbers would correspond to Fact Sheets 1 through 8 on the pages which would follow.

Once everyone has read their assigned fact sheets individually, your scribe would go around the table and ask each of you to explain to the group what you have learned. Fact sheets should be explained in the order assigned (1 through 8), since the fact sheets build on the previous ones. In this way, we all start at the same place and with the same information.



Activity 1: Your Experience with the Media

PURPOSE

To share our experience responding to Media questions concerning safety and health issues.

This activity has one task.



Task 1

In your groups, read Fact Sheets 1 and 2 on pages 11 through 14 and then working together, using the factsheets and your own experience, make a list of health and safety issues that your union or environmental group has faced that could generate media attention. Then answer the questions on page 10.

1.

2.

3.

4.

5.

6.

7.

8.

(continued)



Task 1 (continued)

Based on the safety issues you just listed, discuss what kind of coverage your organization is looking for: print, broadcast, or social media?

After the discussion, choose one of the issues from your list and answer the following questions. Try to use the fact sheets to support your answers.

1. Do you have all of the facts associated with the hazard? Please explain.

2. How will you gather the facts? What resources will you use?

3. What type(s) of media coverage are you seeking? Please explain.



Fact Sheet #1 – Gather the Facts

You need to be credible and give the facts that back up your assertions.Conduct a thorough investigation. This means fact-finding, not finger pointing or faultfinding.

Review records. Gather information through record review, such as OSHA 300 logs and any other appropriate required records which could include: worker compensation records, inspection reports, police records, and employee questionnaires.

Know OSHA Laws and Regulations Under the OSH Act, employers are responsible for providing a safe and healthful workplace. OSHA’s mission is to assure safe and healthful workplaces by setting and enforcing standards, and by providing training, outreach, education and assistance. Employers must comply with all applicable OSHA standards. Employers must also comply with the General Duty Clause of the OSH Act, which requires employers to keep their workplace free of serious recognized hazards. To confirm if an OSHA violation was committed, go to www.osha.gov, or call 1-800-321-OSHA (6742).

Information about health and safety issues can be found at the following agencies and non-profits:

Occupational Safety and Health Administration (OSHA); www.osha.gov

National Institute for Occupational Safety and Health (NIOSH); www.cdc.gov/niosh

Centers for Disease Control and Prevention (CDC); www.cdc.gov

New Jersey Work Environment Council (WEC); www.njwec.org

National Council for Occupational Safety and Health; www.coshnetwork.org



Fact Sheet #2 – Types of Media

The whole world of media is changing. You can take advantage of different ways of reaching your targeted audience and determine the right platform for your particular message.

PRINT MEDIA

Print media includes newspapers, magazines, newsletters, journals and other printed publications. You can reach out and invite reporters and photographers to cover your press conference or event. Letters-to-the-editor, op-ed pieces, and press releases, are other print options that can help control and communicate your organization’s message to media outlets and their readership. Newsletters are an effective way to reach out to members, employees and other organizations.

BROADCAST MEDIA

The term “broadcasting” actually comes from farmers who cast grain broadly in a field. Broadcast media is one point to many points. Broadcast media might cover your event or press conference. Radio and television news and talk shows are potential outlets on commercial, cable or public media. However, your approach must be succinct and to the point. According to Pew Research Center’s The State of the News Media 2013, the average story length on a local television newscast has decreased significantly over time. For example, in 2012, only 20 percent of local television stories were longer than a minute and 50 percent were less than 30 seconds. Producing public service advertisements for radio and television is another way to get your health and safety message seen or heard by audiences.

THE INTERNET

Media outlets and private and public organizations use websites to provide content to visitors. Videos and audio files can be great tools to communicate your message. Media outlets use videos for breaking news or may include part of or entire news broadcasts on their websites. Original content is often produced just for a media organization’s website and sometimes television stations will post information from press releases on their websites when they can’t cover a story on air.

(continued)



Fact Sheet #2 (continued)

FACEBOOK

Facebook is an online social media network. It’s accessible on all smartphones and has an App. Facebook is used to stay connected to people around the world. You would be able to invite your “friends” to learn about your business. From there the information could be shared throughout the world.

INSTAGRAM

Instagram is also an online social media network used to connect people around the world through pictures and fifteen-second videos. You can write a caption and add a hashtag(#) (hashtags are a way of labeling content of a message) to share your message to others. Hashtags also help grow your follower base.

SNAPCHAT

Snapchat is the app form of social media that allows its user to add a 10-second video and pictures (snaps) to their “story.” The users that follow the person can view the story as many times as they want but after 24 hours the “snaps” disappear.

TWITTER

Twitter is a social media network that allows its users to write 140-character messages, called Tweets, and spread the word. Using twitter you can favorite (like) the post and retweet it (share it). Like Instagram, you can also use hashtags(#) to grow your follower base and spread the word. If your tweets trend it helps the message spread faster.

FLICKR

Flickr is a video/ photo hosting website that allows people to make their posts available to other users. It enables a new way to organize pictures and videos.

(continued)




LINKEDIN

LinkedIn is a business oriented social networking service. It’s designed specifically for professional networking.

BLOGS

Blogs are websites designed to address certain topics. A blog can be about anything. Bloggers usually talk about subjects that interest them and attract readers.



Activity 2: What Makes an Effective Media Release

PURPOSE

To be able to demonstrate to reporters/editors why it’s a good story and one that their viewers or readers would be interested in.

To increase our knowledge on how to frame a public interest story and the importance of the headline and first paragraph.




Task 1

In your groups, read the sample press release on page 17 and Fact Sheet #3 on pages 18 through 20. Then working together in your groups and using the factsheet, answer the questions below. Pick a scribe to take notes and to be a spokesperson for your group.

QUESTIONS

1. What do you think was effective with this Press Release?

2. What is missing from the Press Release?

3. What edits would you make? Be prepared to explain why.



Press Release

FOR IMMEDIATE RELEASE Contact:April 30, 2015 Graciela Hernandez: 609-222-2222

Teamsters Local 999 Protests Oil Co Refinery Violations of CEPA and OSHA 11(c) Whistleblower Rights

Teamsters Local 999 and allied organizations will hold a protest tomorrow at noon outside the Oil Co refinery in Trenton, NJ over Oil Co’s serious violations of workers’ rights under the N.J. Conscientious Employee Protection Act (CEPA) and the U.S. Occupational Safety and Health Act (OSHA), Section 11(c).

A Local 999 officer has been suspended from his refinery job for two weeks for raising a safety concern, and two other workers also have been disciplined.

“Management has retaliated against employees who report unsafe conditions in clear violation of CEPA and the OSHA law,” said Teamsters spokesman Allen Smith. “This shows outrageous disregard for workers’ rights and for the safety not only of Oil Co employees but of people who live in the surrounding area.”

Last June, OSHA cited Oil Co for violating federal emergency response training standards.

Leaders of Teamsters Local 999 will be joined at the protest by speakers from other labor, environmental, and community organizations.



Fact Sheet #3 – Getting Media’s Attention, Framing the Story

KEY PRINCIPLES

1. Be brief. Reporters and editors are busy and work on tight deadlines. They are not likely to plow through long documents. Keep it to one page if possible. You can add a separate page of background if needed.

2. Tell why this makes a good story for the media. Most reporters and editors are less interested in whether your cause is just than in whether a story will appeal to their audience. They are looking for controversy or unexpected or new developments or information, and, in many cases, compelling visuals.

3. Frame the story to show the public interest connection. The first impression reporters and editors get may influence how they report the story. If our goals are good for the public interest we need to reflect that in the headline, lead sentences, facts provided, and the choice of who is quoted and what they say.

4. Make clear that people, not just institutions, are taking action. “Thousands of ____ in our community” are doing something, not XYZ organization.

5. Be credible. Use a factual, and not sarcastic or angry, tone. Give facts that back up key assertions.

MECHANICS

Decide whether to do a release at all. Bombarding reporters with releases can cause them to tune out. Releases are best for news that is likely to be of interest to a broad cross-section of the media. In some situations it may be better to call, email, or schedule lunch with specific journalists who are most likely to be interested, or to schedule a briefing with any interested reporters.

Provide clear contact information. List at the top the name of your organization, the date of release, and a person to contact for more information with office and/or cell phone numbers and email address.

(continued)




Use the headline to show why it’s a good story for the media and that our goals are in the public interest. The headline can be in two parts if needed to accomplish those purposes. Remember that it may be all a reporter or editor reads before deciding whether they are interested in your story. A short quote or sound bite can be one of the two parts of the headline.

Start with one or two lead sentences that capture the story and the public interest frame. In the process, you need to provide certain basics: who, what, when, where, why, how.

Provide a short quote in the second or third paragraph. Quotes should be 12 to 20 words. They should comment on the situation in a memorable way, rather than restating facts that are better presented in the release’s text. They may be conversational, idiomatic expressions, analogies, word plays, surprising facts or twists.

Use bold type or bullets to organize the information, as is done in this tip sheet.

Avoid jargon or explain it.

Double-check all facts, names, and numbers and have more than one person proofread.

DISTRIBUTION

Give the media plenty of lead time. That means the advance warning they need to put your story into their plans – not the time they would need to do it if it were already in their plans. You can “embargo” a story until a date and time you name, but recognize that reporters don’t have to observe your rules and may use the information to get the story out of someone else. Embargoes work best with one or more reporters you trust.

Provide it to individuals by name if possible. If you don’t know who the assignment editor is, call and ask.

(continued)




Use an email subject line to appeal to media interest. When you email the release to reporters or editors, make sure the subject line will be of interest to them and not just to us. Attach the release but also paste the text into the email itself.

Call, don’t just send. You can’t assume that because you sent a release it was read. Make follow-up calls.

Send to specialty media if appropriate, such as ethnic media, weeklies, and online news sources.



Activity 3: Writing a Letter-to-the-Editor or an Op-Ed piece

PURPOSE

To be able to write a Letter-to-the-Editor or Op-Ed piece that might be selected for publication.

This activity has one task



Task 1

In your groups, read Fact Sheets 4 and 5 on pages 23 through 26. Select one of the health and safety issues you have been discussing and answer the questions below. Pick a scribe to take notes and to be a spokesperson for your group.

1. What issue would make a good Letter-to-the-Editor or Op-Ed? Explain why.

2. Who should be the author or authors? Why did you select that person?

3. What publication (daily, weekly or geographical area) would you approach to print the letter? Why was that publication chosen?

4. In preparing it, what audience(s) would you be trying to reach?

5. Are there actions you could ask the reader to take?



Fact Sheet #4 – Tips on Letters-to-the-Editor

1. Keep it short – Keeping your letter to about five reasonably short sentences will increase the chances of having it published, reduce the chance that it will be edited for length in a way you don’t like, and make it more likely to be read if it is published. Most newspapers also indicate on their website a maximum number of words that letters can be.

2. Connect it with news – Your letter is more likely to get printed if it responds to an article that has recently appeared in the paper or an issue that is in the news.

3. Make it timely –The sooner you submit your letter after the original article is published, the better chance you have of getting it printed.

4. Follow a basic format: O Put a short heading in the style that paper uses for its letters. The editors

might put their own heading instead, but it doesn’t hurt to try. O Start with an opening sentence that refers to the original article and highlights

something that was missed or something you disagree with. O State your main point, referring to why you have credibility (“As a nurse for

12 years…”). O Say why the public should be concerned and what you think should be done. O Include your address and phone number so the paper can contact you. O Consider having two signers if that would boost the credibility and interest

value of the letter – such as one signer from a union and one from an environmental group. Papers rarely will print letters with more than two signers.

(continued)




1. Avoid an excessively negative tone – Most papers will not print overly harsh attacks on anyone, and you don’t want to turn off readers. Avoid attacks on the newspaper itself – after all, you may need their help in the future.

2. Connect your point to the public interest – Use the opportunity to show readers why the public would benefit if action were taken on the issue you raise.

3. Avoid jargon that only people in your field or organization are familiar with.

Show the letter to a few people not involved in your group to see if you have used the right language and tone and appealed to the broader public interest.



Fact Sheet #5 – Writing Guest Opinions (or ‘Op-Eds’)

A guest opinion is a one-time column by you that a newspaper publishes for you. (It is sometimes referred to as an “op-ed” because it often appears opposite the paper’s editorial page.) Guest opinions can be a great way to raise an important issue and propose solutions.

1. Show why the issue is of broad public interest. It is generally difficult to get a guest opinion published if it seems to be about a narrow problem affecting only a small group of people.

2. Be strategic in choosing the author(s). This could mean: O Someone the editors might like because they are well known (such as an

elected official or religious leader) or unusual (such as a surprising ally or a person with a gripping story to tell).

O Someone who helps build broad public support (such as a respected community leader).

O Someone seen as having particular expertise or personal experience on the issue.

O Normally just one person, but it sometimes works to have two co-authors who make an interesting or surprising combination, such as a union leader and an environmental leader.

3. The headline, first two sentences, and closing sentence are critical because that’s all the editor may read when deciding whether to consider it for publication.

(continued)




The first two sentences should: O Catch readers’ attention through use of a provocative question, urgent or

surprising statement, or interesting juxtaposition. O Raise a broad public policy issue (that’s what makes this an op-ed and not

something that belongs on news pages). O If possible, tie into current news.

The headline should be short and convey what is interesting about your main theme. Editors may put their own headline instead, but even if they don’t use yours, it affects their impression of whether your op-ed is worth publishing, and it may affect the headline that they write.

The last sentence should play off the lead sentences and reinforce your main point. O The text should “show” rather than “claim.” Present hard facts, case studies,

quotes, and real-life anecdotes – not rhetoric and unsubstantiated assertions. O The tone should be thoughtful and rational – not alarmist, nasty, sarcastic, or

personal. Don’t attack the newspaper’s editors. Don’t use exclamation marks. O Keep it short for the best chance of being published and read. Look on the

newspaper’s website to see the maximum number of words allowed. Make each paragraph short too.

O Focus on the issue, not on promoting your organization. Editors will not publish an op-ed that sounds like a press release about your group’s activities.



Activity 4: Social Media

PURPOSE

To be introduced to the different types of social media.

To be able to complete a basic marketing plan to promote a health and safety event through social media.




Fact Sheet #6

USING FACEBOOK AND TWITTER FOR HEALTH & SAFETY

There are many social sites for organizations to consider such as Facebook, Twitter, Instagram, Pinterest, Snapchat, and YouTube. Start with one platform and master it. It is of no use to open multiple accounts and neglect them or never get them fully functional.

FACEBOOK

Originally designed for college students, Facebook was created in 2004 by Mark Zuckerberg while he was enrolled at Harvard University. By 2006, anyone over the age of 13 with a valid email address could join Facebook. Today, Facebook is the world’s largest social network, with more than 1 billion users worldwide.

CONTENT STRATEGY

Facebook followers may receive 1,500 posts in their news feed in one day. To make sure that your Facebook friends and followers are seeing what you post, make a conscious decision about what you post. Have a content strategy and post at least once per day. If your page is new or you’re short of time, sit down on Monday morning and plan a post to go out at least once per day for the whole week. Or maybe even the whole month! If you aren’t posting, then no one is finding out about your organization on Facebook.

FACEBOOK POSTS

Facebook posts should be interesting, useful, and informative. Your followers deserve posts with relevant content that adds value to their day. Make sure your posts are materially true and do not unfairly tarnish the reputation of others. Lawsuits for libel have happened before.

Photos are effective posts. They receive 53 percent more likes, 104 per cent more comments and 84 percent more click-throughs compared to text-only posts.



Fact Sheet # 6 (continued)

Avoid being too promotional. Share content and ideas that can attract followers. See what others are doing in your field. Don’t copy what they are doing, but learn from what works for them.

Consider sending your followers to your blog or website to get your newsletter and updates. This gives you a way to contact them outside of Facebook and could pay huge dividends long term.

TAKE ACTION

Tell your followers what action to take. If you want your followers to like, share or comment on your post or watch a video ask them. If you want them to join you at a rally or action, link them back to your website for specifics.

BRANDING

Ensure your branding on all of your social media accounts is recognizable on all platforms and consistent throughout.

BEST TIME TO POST

This may vary based on your audience. Thursdays and Friday afternoons and Wednesdays around 3 p.m. appear to be popular times to post on Facebook. Generally, weekends and before 8 a.m. or after 8 p.m. are not particularly good times.

CONTROL WHO SEES YOUR FACEBOOK POSTS

You can control who sees your posts by using the different privacy settings on your Facebook page. Go to the settings and click timeline, tagging, and who can see what others post on your timeline and then edit that list.




On Facebook, click or tap on Public option – choose custom and list who you don’t want to share with. You also can add users to a restricted friend list. If you are harassed on Facebook you can block the offender and should report them.

If you don’t want someone to see your post, you can block that person. Go to their profile page and click or tap on the three dots to the right. Select Block and the person can no longer contact you.

You can also make a private Facebook album. Open the album and choose edit. Under privacy you can determine who can view the album. You can select “me” as an option and have it be your private album or you can restrict those who can view the album to your union or specific people.

HOW TO DELETE A FACEBOOK POST

Hover over the post on the Facebook page timeline, click in the top right corner, select delete and click delete to delete it.

Limit messages on your timeline from one individual or organization

You don’t need to unfriend them. Click the down arrow on the upper-right hand side of an update then click “Unfollow.” If you change your mind and want to get updates from them in the future just go to their profile and refollow.

TWITTER

Twitter, and ‘Tweeting’, is about broadcasting daily short burst messages (of 140 characters or less) to the world, with the hope that your messages are useful and interesting to someone.




REASONS FOR USING TWITTER

Twitter lets you build your brand, happens in real-time, and can be tailored to your interests. You can break down your Twitter activity and track posts when using Twitter’s analytics tools. Twitter allows you to identify thought leaders and learn from them, while building your connections.

TWEET LENGTH

Twitter can be less than the 140 characters but not more than 140 characters.

BEST TIME TO TWEET

Similar to Facebook, depending on your audience, the best times to Tweet are likely after 5:00 p.m. on weekdays. But since Twitter is in real-time, you may want to try Tweeting at different times throughout the day and see what works best for your followers. You will know what’s best because you will get “retweeted” or “favorited” more often during the times your followers are using Twitter. You can then look at analytics per Tweet and adjust the times you Tweet out information to your followers.

HASHTAGS

The # symbol is used to categorize messages about a particular topic. When hashtags are used, tweets receive 20 percent more engagement. While useful, be aware that hashtags have taken on a life of their own and are often used for comical or sarcastic purposes and those uses don’t necessarily categorize your Tweet the way you want or intend.

There’s no doubt that hashtags create more engagement around your Tweet. Not only will it catch people’s attention, it will categorize all Tweets about that topic into one central location, therefore reaching a wider audience.




USING VISUALS WITH TWITTER

Visuals help your Tweets stand out. Using a photo or attaching a link gives your followers more information about the topic you are Tweeting about.

USING TWITTER TO INCREASE YOUR ENGAGEMENT

Communicate with your followers. Have open Twitter discussions with them. Retweet, tap favorite, or quote other user’s Tweets. This will help you gain more exposure and ensure others will retweet, follow or quote you.

Tweet often. Some experts have said between 18-20 tweets a day are most effective for businesses. While that sounds like a lot, remember Tweets are short-only 140 characters. And you can retweet or quote others, which will continue to raise your exposure as well as theirs. Set a goal for yourself and start with Tweeting 2 times a day. Once you gain followers and become more familiar with the application, you can increase your frequency and use.

Use Twitter analytics to see if your Tweets are being quoted, retweeted or favorited. Keep track of how many followers you have and see what topics tend to draw in more users.



Task 1

In your groups, using Fact Sheet 7 on pages 34 and 35 and what you have learned today, select a health and safety issue from your list in Activity 1 and working together in your group, list the steps you’ll take to create a marketing plan to promote your issue through social media.

1.

2.

3.

4.

5.

6.



Fact Sheet #7 – Creating a Marketing Plan for Social Media

A social media marketing plan is the summary of everything you plan to do and hope to achieve for your business using social networks. This plan should comprise an audit of where your accounts are today, goals for where you want them to be in the near future, and all the tools you want to use to get there.

Step 1: Create social media objectives and goals. The first step to any social media marketing strategy is to establish objectives and goals that you hope to achieve. Having these objectives also allows you to quickly react when social media campaigns are not meeting your expectations. Without these goals, you have no means of gauging your success and no means of proving your return on investment.

Step 2: Conduct a social media audit. Prior to creating your social media marketing plan, you need to assess your current social media use and how it is working for you. This requires figuring out who is currently connecting to you via social media, which social media sites your target market uses and how your social media presence compares to your competitors’.

Step 3: Create or improve your social accounts. Once you’ve audited your accounts, it’s time to hone your online presence. Choose what networks best meet your social media goals. If you don’t already have social media profiles on each network you focus on, build them from the ground up with your broader goals and audience in mind. If you do have existing accounts, it’s time to refine them and update them for your best possible results.

Step 4: Get social media inspiration from industry leaders, competitors, clients. One of the most important reasons for being active on social media is that your consumers already are. That usually means, so are your competitors. That might not be comforting, but it actually means that there’s a wealth of knowledge already available to you which you can integrate into your social media marketing plan.

Step 5: Create a content plan and editorial calendar. Great content will be essential to succeeding at social media. Your social media marketing plan should include a content marketing plan, comprised of strategies for content creation and content curation, as well as an editorial calendar.

(continued)




Step 6: Test, evaluate and adjust your social media marketing plan. To find out what adjustments need to be made to your social media marketing strategy, you should constantly be testing. Build testing capabilities into every action you take on social networks.

Source: Evan LePage, “How to Create a Social Media Marketing Plan in Six Steps,” available at: http://blog.hootsuite.com/how-to-create-a-social-media-marketing-plan/.



Activity 5: Interview with the Press

PURPOSE:

To become an effective spokesperson for your organization.




Task 1

In your groups, read Fact Sheets 8 through 15 on pages 39 through 51. After your group is assigned a scenario below, read your scenario and working together in your groups, use the factsheets to prepare for your interview with the press. Select a volunteer from your group to be interviewed on camera.

SCENARIO 1

Your local union represents workers in a fulfillment center where a temporary low-wage worker died on the job. OSHA has investigated the death and has cited the company and a temporary staffing agency for serious violations. OSHA has an initiative to improve workplace safety and health for temporary workers.

SCENARIO 2

A cabinetry company exposed employees to safety and health hazards. Employees were exposed to methylene chloride, which is a carcinogen. Workers have the right to a safe and healthy environment. The company was cited for seven serious violations and failed to provide personal protective equipment for employees. Your local union represents these workers.

SCENARIO 3

Workers who were putting bricks on the exterior of a construction site were not using well-constructed scaffolds. Some employees fell more than 13 feet off of ladders. Falls are the leading cause of death in the construction industry. More than 2,000 workers suffer injuries due to scaffold hazards. You work with low-wage workers who often work as day laborers on these kinds of construction jobs.

(continued)



Scenario 4

Workers in a New Jersey factory did not have proper machine guarding and a worker lost several fingers. One slip can end a worker’s life or make it impossible for that worker to make a living. OSHA cited the company for willfully exposing workers to amputation hazards. You represent that workplace and have seen other problems like a lack of a lockout/tagout program, lack of washing facilities, and lack of training on hearing and noise hazards.



Fact Sheet #8 – Being an Effective Media Spokesperson

1. PREPARE TO FRAME THE STORY

O Public interest O Public values O Broaden who “we” is – speaking for the public, not just for your organization

Reinforce the frame by making the right choices on: O Tone – reasonable, problem solving, likeable – not “demanding” O Spokespeople – workers, community members, users of services, allies,

elected officials, leaders/staff O Examples – statistics and anecdotes that will stick in the public’s mind O Vocabulary – understandable, not jargon; use words that tap into public

values like clean air and water, safe jobs, protecting whistleblowers O Sound bites – quotable, reinforces main message, very short: 12 to 20 words O Visuals – what background or choice of location reinforces the main message? O Channels – TV? Radio? Print? Social media?

Prepare yourself: O Take time to plan – frame, tone, vocabulary, sound bites. O Write down what you plan to say as a tool to help you practice and shorten. O Practice your main message and dealing with likely questions. O Try out your message on someone who is not involved in the issue. See if they

understand and are grabbed by what you are saying.



Fact Sheet #9 – Interview Tips

1. MAKE THE MEDIA OPPORTUNITY WORK FOR YOU.

O An interview is not like a normal conversation. Stick only to what you want to talk about.

O Don’t wait for the right question to shift to the right frame. O If a question will take you off the frame, change the subject, and bridge back

with a transition like, “But I think the real issue is…” O Everything may be quoted. Don’t provide quotes that undermine your frame. O Repeat your main point over and over. O Stop talking when you have made your point. O Speak in complete sentences.

IF TV… O Look at the reporter O Don’t move or sway O Smile more than feels comfortable O Wear light blue or other solid colors – not white or red

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2. LEARN FROM EXPERIENCE AND PLAN THE NEXT STEPS.

O Study the coverage and get honest feedback O How well did you stick to the frame and tone you chose? O Were they the right choices? O What can be improved next time? O What should be done to follow up on this interview or news event?



Fact Sheet #10 – Preparing People to Talk to the Media

Explain what is going to happen. If it’s a news conference, briefly go through what that is, how it is conducted, where and when they will speak, and what to wear. If it’s a phone interview, tell them how it will work, who will contact whom, and how long it may last.

Explain how their interview fits into our overall effort to promote health and safety. How is talking to the public via the media different than talking to their friends or co-workers? Why are they a good messenger to make the public interest clear?

Show them or tell them what our main message theme is and ask what it means to them and their co-workers. Ask a lot of follow-up questions: “How do you feel about that?” or “What’s an example of that?” Listen and then repeat back to them good phrases or specific examples they gave you that they should use with the media. If there are details or arguments they should omit to avoid excessive length, unnecessary controversy, or other distractions, explain why.

Make sure they know they can and should stick to our health and safety message. Give them phrases like, “Here’s what really matters to people like me and our community…” that they can use when asked off-message questions. Ask them some likely questions so they can practice.

Help them relax by reminding them that they will be talking about things they know well.

Remind them that they are speaking for the whole group, not just themselves. Encourage them to talk about what “we” want, not just “I.”

Urge them to be positive and focus on solutions, not just individual complaints.

Make sure they get their facts right. Ask them, “Is that an exact figure or an estimate?” “If a reporter asked you to prove that, how would you be able to?”

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A WRITTEN STATEMENT OR NO WRITTEN STATEMENT?

Many people prefer having a written statement, supposedly so they will sound more professional and won’t make a mistake, but if you believe that reading a statement will undermine their effectiveness, you should strongly urge them not to do so. One method that works for some people is to…

1. Write up a statement that incorporates good phrases and examples the person gave you.

2. Review it with them and discuss any changes they propose.

3. Have them practice their statement but with an agreement that they won’t have it with them or read from it and are just going to say what it says in their own words.



Fact Sheet #11 – Explaining Jargon When You Speak with Reporters

When speaking to the media, try to use simple, understandable terms. Many of the words and terms that you use every day when talking about a particular issue will be unfamiliar to reporters and their audience.

If you need to use a specialized word, explain it to the reporter so they will know what you mean.

Here are some examples to illustrate this point. You can add your own.

WORDS TO AVOID OR EXPLAIN SIMPLIFIED OR EXPLAINED

O CEPA New Jersey’s whistleblower law O 11(c) OSHA’s whistleblower rules O HAZMAT Hazardous materials O GHS The international system for warnings and

labeling hazardous chemicals O PPE Personal protective equipment like respirators



Fact Sheet #12 – Sound Bites and Quotes

For releases, interviews, talking points, newsletters, and other uses

FRAMING: O Briefly capture key message(s) in case the quote is all that is read or

remembered O Connect to the public interest through the way the issue is defined and tone is

chosen O Make this about “working people” or “our community,” not “our organization”

APPEAL TO REPORTERS/EDITORS:

1. Make the quote interesting and lively. O Conversational, idiomatic, expressions, images, analogies, tie-in to current

events, word plays, surprising facts or twists, contrasts (“working people need X, not Y”)

O Make a list of words, phrases, and sayings relevant to the topic and see if they inspire a lively quote

O Explain the issue to someone who doesn’t know the subject already and notice what expressions or analogies you use

2. Don’t make it sound too rhetorical. The media like to appear to be reporting points of view, not being used as a bulletin board for propaganda.

3. Make it credible and “real.” It should sound like this person really said that. Read it out loud to see if it sounds too stilted or rhetorical.

PITFALLS TO AVOID: O Too long and complicated. (A quote that is loaded like a Christmas tree with

every important detail and nuance often fails by not getting used at all. An analysis of all 106 quotes in one day’s front section of the Washington Post found that the quotes averaged 1.6 sentences and 19 words in length, with an average of 12 words per sentence.)

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Fact Sheet #12 (continued) O Empty words that sound like pontificating, not like news: “[Our organization]

applauds” or “[Our organization] today called for” O Unnecessary words like “Today’s action demonstrates that…” or “[Our

organization] believes that…” or “It is now clear that…” or “It is outrageous that…”

O Words like “demand” and “deserve” that make us sound unreasonable or like a special interest seeking something at other people’s expense

O Jargon the audience won’t understand O Rhetoric that is either overblown or overly emotionless O Delays to get it “just right,” with the result that the quote is too late to be

used

CHOICES: O Choose whom to quote based on factors such as credibility and appeal to a

wide audience O Give the media one quote, not two, unless you really don’t care which they

choose O Keep using sound bites to reinforce key messages but vary the wording or

phrases a little so reporters/editors have something new to work with

PRESENTATION: O May be at the top of news releases or worked into headlines and/or lead

sentences O May be pull-quotes in newsletters or web material

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APPLYING THESE PRINCIPLES

NO: “Chemical manufacturers and importers are required to provide a label that includes a standardized warning word, pictogram of the kind of hazard, statement of the hazards, and statement of precautions that should be taken, and employers must provide employees with information and training on hazardous chemicals in their work area.”

YES: “Losing your health or your life should never be part of your job description. If you work with hazardous chemicals, the law requires that they be clearly labeled so you know the hazards and precautions that should be taken, and your employer must provide you training to keep you safe.”



Fact Sheet #13 – Talking with Reporters

Taking with a reporter is your chance to build public awareness and support on health and safety issues.

FOLLOW THESE THREE EASY STEPS:

1. Plan how you will explain the issue. Practice explaining it to a family member or friend who is not involved in your

organization. Ask them to tell you what needs to be explained.

2. Keep repeating your health and safety message no matter what you are asked.

If you are asked about something else, you can get back to the same issue by saying something like. “Here’s what really matters to people like me….

3. Speak from personal experience. If possible, use personal stories to illustrate issues and possible solutions.



Fact Sheet #14 – Appearing on Television

EYE CONTACT O Look the reporter in the eye when you’re being interviewed in person O Look into the lens of the camera when you’re talking from a remote location to

a studio anchorperson O Look alert and interested

POSTURE O If sitting, sit up straight and don’t slouch O Keep feet on the ground, legs not crossed O Put hands in your lap or on chair arms O Don’t swivel, fidget, or sway so you don’t distract the audience from what you

say O Hands should not be in pockets and don’t jingle change in your pocket

HOW TO DRESS

At news conferences or other events: O Wear a work uniform if appropriate to remind the public of the service you

provide or the credibility you bring to a topic O Solid colors are best. Blue is always good but just about any jewel-tone will

work. Best to avoid wearing white.

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DON’T WEAR: O Small patterns and stripes. O Short skirts O Flimsy fabrics and turtlenecks (they are tough for microphone placement) O Sunglasses O White shirts O Shiny fabrics O Tie tacks O Chains or bracelets O Large, dangling earrings O Ruffled shirts O Revealing necklines O Wild ties or scarves



Fact Sheet #15 – Media Event & Press Release Checklists

CHECKLIST FOR MEDIA EVENTS O Did you clear the date, time and place with speakers? O Are there media conflicts, other major press conferences or events? O Is the space large enough? O If the event is outside, do you have an inside back-up location? O Do you need microphones? A podium? A banner or podium sign? O Will you use visuals, charts or other items at press conference? O Who are your speakers? What order will speakers speak? O Who is writing the presentations? Are they repetitious? Are there quotable

soundbites? O Do you need translators? O Who is sending the media advisory? O Contact AP Day Book O Arrive early to set up O Who is making follow up calls? O Are there notes/bullet point for making those calls? O Are materials available for the press kit? O Who greets media and staffs sign-in table? O Who takes photos or video? O Is someone assigned to assist speakers with details?

CHECKLIST FOR PRESS RELEASE O Is the release on letterhead? O Is the release dated and marked for immediate release or embargo? O Is the contact person’s name, phone number and email listed on the release? O Are all names, titles, and organizations spelled correctly? O Have you explained who, what why, when, where and how early in the

release? O Background information on speakers O Organizational background and fact sheet O Who sends out the release to those who didn’t attend? Who does follow-up?



ADDITIONAL RESOURCES

Fact Sheet #16 – Newspaper Editorial Board Meetings

An editorial board meeting usually means a discussion with a newspaper’s editors, editorial page writers, and reporters who have an interest in the subject you want to discuss, although sometimes it means a meeting with an actual board made up of newspaper editors, editorial page writers, and community/corporate representatives.

Deciding whether to request a meeting. You might want a meeting 1) if you think you can influence their editorial policy and news coverage on a particular issue so they will be favorable or less unfavorable or neutral, or 2) if you think you can use the meeting to establish a better long-term relationship.

You may not want a meeting if you think the effect would be to prompt them to write negative editorials when they wouldn’t have written any. In that case, you may just seek space for a guest opinion by you or a community ally.

In some cases, you may have more luck trying to provide background just to one particular editorial writer who covers that subject and may be sympathetic.

Timing may make a big difference. You may need to approach them quickly before they get locked into a negative position. Or you may want to wait until the issue is about to reach a visible stage and you will have lined up substantial community support.

Requesting a meeting. It’s not automatic that they will meet with you, given that many groups want their time. You’ll need to show that you have an issue of interest to their readers and the community and that the time for them to cover it is now.

O Try to figure out who is on their editorial board and which editorial writer handles this subject or might have an interest. You can ask a reporter for advice, or try an ally or elected public official with good connections at the paper. (In fact, sometimes the request will be more successful if it comes from them.) A few papers give useful information on their web site. Or call the paper and ask.

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O Give them a one-page summary (two pages maximum) of the issue. The most important point to cover is why this issue is of importance and interest to the community and their readers (not why it is important to you). The summary should also address the issue’s timeliness, polling data if you have it, what organizations and public officials are involved, who you would like them to meet with, and why those individuals would be particularly interesting and credible.

O If needed, attach a few very short articles or documents that support your claim that this is an issue worthy of attention now, but limit the amount of paper to read.

Preparing for the meeting. You may meet with the whole board, but it’s more likely that you will just meet with the editorial writer and reporter with most interest in the subject and maybe one or two other people. It’s usually to your advantage for the reporter to be present because they will know more about the subject, and editorial writers usually will ask the reporter their opinion anyway.

O Prepare talking points for your spokespeople, including key arguments and facts and, if appropriate, anecdotes that establish your credibility and make the issue come alive.

O Also, prepare for challenging or even hostile questions and how you will answer in a way that is most likely to make sense to them and their readers, rather than resulting in an argument.

O Take along short packets of materials, including bios of the spokespeople. O Don’t take a big group. Usually just two people – three if there’s a good

reason. Choose people who represent different types of constituencies. O In most cases, send leaders or activists who can talk policy as well as give

anecdotes from their own personal experience. Editorials are about policy, not just one person’s individual case.

O Be prepared for other topics besides what you proposed.

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CONDUCTING THE MEETING. O Talk briefly (5 minutes max.) to explain your basic rap/concerns. They usually

will not sit still for a long speech and will be more interested in dialogue and questions and answers.

O Don’t say anything you would not want to see in print since everything in the meeting is on the record and can be used in an editorial or in news coverage.

O Know ahead of time how much time they have so the meeting doesn’t end before you made key points.

O Don’t use up your time to bring up the other side’s arguments unless they are so likely to have to be dealt with that you may as well try to knock them down.

O Don’t be put off by behavior that is argumentative, condescending, distracted, or offensive in other ways. That may or may not be an indication of what they may write, and in any case you need to build long-term relationships even if you don’t get what you want this time.

O Listen to what they say. People like people who think their opinions are interesting.

O Don’t expect them to reverse already publicly stated positions. It could happen, but if they are on record against you it’s more likely that the best you can hope for is to get them to stop being active on the issue and give you and others space for your views.

O Ask if they may do an editorial in your favor. If not, ask for guest opinion space.

FOLLOWING UP. O Thank them for the opportunity, whether you think it went well or not. O Take notes and debrief afterward to identify individuals likely to be helpful in

the future, as well as parts of your message or materials that either worked well or need to be strengthened.

O If you have a contact, such as a reporter, ask afterward for any insight on what the paper’s participants thought.

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O Send them additional materials that strengthen your case or answer particular questions or objections they raised.

O If they do publish an editorial or a guest opinion, pro or con, make sure letters-to-the-editor are submitted in reaction as a way to reinforce key points or correct or add to what was said.



Fact Sheet #17 – Organizing a Media Event

1. Define clear goals. O What is the strategic reason to generate media coverage? How will it build

community awareness and support? O What potential downsides could there be? O What is our clear, concise message? How can it be framed to be interesting to

the media and appealing to the public?

2. Choose whether a media event is the best way to get coverage. O Hold a news conference only for a major story that should be presented to

several reporters at the same time. A poorly attended event makes it seem that there is little interest in this issue. A media event with no real news angle may make it harder to go back to busy reporters in the future. You might check with a friendly reporter to see whether the event sounds newsworthy. If it is likely that only newspaper reporters – not photographers or television cameras – will cover a news conference, consider offering one-on-one interviews at the newspaper’s office, at your office, or over the phone instead.

3. Choose the right location.

O Make it accessible to the media -- a place that is not too far to get to and where there is room to set up cameras.

O Consider locations that will reinforce our main message. O Try not to set up an event along a busy street where car, bus, and truck noise

will interfere with the sound quality for electronic media. O When scouting locations, be mindful of where sun will be during your event.

You do not want cameras to shoot directly into sunlight. If it is an outdoor event, have an alternative in case of bad weather.

(continued)




4. Choose the right time. O In general, do it between 10 a.m. and 1 p.m. so it is not too early for

reporters and not too late for them to organize their coverage before their deadlines.

O Tuesdays, Wednesdays, and Thursdays are the best days to do media events. Mondays can be hard days to pitch to reporters because it has to be done the week before. Fridays means press coverage will be on Saturday, which is the day people pay the least attention to news. It is often difficult to get reporters to an event on the weekend, unless it is compelling and helps fill the weekend news hole.

O If it is something that could be reasonably expected to get live TV coverage, then holding it when the local evening news is on might make sense.



Fact Sheet #18 – How to get coverage of events

1. Develop a short, effective pitch to reporters. O You will have less than a minute to grab reporters’ or editors’ attention on

the phone or with an advisory. Don’t use the time to tell them why this story is important to you. Quickly paint a picture of why this will be a good story for them, including why their readers or viewers will find it interesting, why it is timely, what good visuals there will be, and what interesting quotes and human interest angles you will help them get.

O Don’t overpromise or exaggerate what the event will consist of. That may work once to get reporters to come, but will make them angry and hurt future relationships.

2. Get the word out. O Email out a short “media advisory” at least three days ahead if possible to

give reporters a heads-up. It should highlight the pitch you’ve developed, clearly telling reporters and editors why the event will make a good story for them with interesting visuals. Include the five Ws – who, what, when, where, and why. Include a contact person’s name and mobile phone number.

O Send it to the assignment desk as well as individual reporters on your list in case your contact is out of town or unavailable.

O Call reporters after sending the advisory. Don’t assume that because you sent it they read it. Call before late afternoon when they may be on deadline for a story.

O If you don’t know whom to call at a news organization, ask for the “assignment editor” or “news editor.” Don’t just ask if they got the advisory. Say you are calling about a story you think they will find interesting and ask whom to talk to.

(continued)




3. Help reporters do their job. O Prepare a news release that conveys your main message and provides the

necessary facts. In some cases, it makes sense to put the key facts in a one- or two-page factsheet with easy-to-read bullets. Press materials should include the correct names and titles of each speaker.

O At the event, introduce yourself to each reporter and make sure you get their name, e-mail address, and phone numbers. (At a news conference, a sign-in sheet makes this easier.)

O Give each reporter an overview of the event, find out what they are interested in, and introduce them to workers or community members who you have already prepared to be spokespeople.

O After the event, ask each reporter if they got the information and quotes they needed, and make sure they know how to contact you.

O Email the materials to reporters who didn’t attend, and then call them.



Fact Sheet #19 – Determining Event Speakers

1. Make sure workers or community members do some of the talking. O They usually have the most credibility and best heart-felt stories. O Choose workers who reflect diversity and who can talk about personal

experiences that reinforce your main message.

2. Help worker/community spokespeople prepare for the event. O Talk with them about why the event has been planned, how it fits into the

overall goals of the campaign, what the desired outcome is, and what to expect at the media event.

O Talk with them about how to frame their goals and concerns in a way that will connect to the public interest.

O Work with spokespeople to get a feel for how they naturally talk and what specific examples they can give. Then help them prepare brief, written remarks that include clear, quotable sound bites that emphasize our main message.

O Encourage them to roleplay and practice their remarks out loud. If TV cameras will be present, see if spokespeople can get so familiar with what they are going to say that they can say it without reading – so they’ll be looking at the viewer.

O If not, encourage them to achieve the same effect by looking down to remind themselves of the next line and then looking up to actually say that line. This may seem unnatural, but explain that it will result in sound bites that are more likely to be used on TV.

O Urge them to take a deep breath and relax before they start and to take their time.

O Anticipate the questions reporters are likely to ask and help spokespeople practice giving answers that repeat their public interest message. Help them practice bridging from a question back to their talking points.

O Ask spokespeople to wear their work clothes, if appropriate, so the public can visually connect them with the service they provide.

(continued)




3. Involve community allies as speakers and to attend the event. O This may include community or religious supporters and users of services or

products. They can help emphasize that we are acting in the public interest – and can help draw news media to the event.

O Talk with supporters ahead of time to let them know what the purpose of the event is and go over their role and your key message. If needed, write talking points for supporters or share with them the overall talking points for the event. Don’t assume that because they support us they will automatically be on message.



Fact Sheet # 20 – Event Visuals, Timing and Evaluations

1. Create a good “visual” for newspaper photographers and TV cameras. O The visual image may be all the typical reader or viewer absorbs, and designing

it carefully can give us some control over what message the public receives. O Cameras often zoom in for a podium shot that focuses on the area directly

around the speaker’s head. Make a podium sign with a message that is consistent with the theme of the event. Put it at the very top of the podium so it fits in the camera’s frame.

O Hang a banner with a similar message behind the podium (not very high or wide or it won’t fit in the frame). The message should be repeated many times so you don’t have to show the whole banner for the message to be in the shot.

O Make signs a color other than white, which looks washed out in camera shots. O Consider having a group of workers or community members stand closely

behind the speakers to show visually that the speakers are part of a movement. Take charge and move people into position if they are standing too far apart or not lining up correctly.

O Use other “visuals,” like a blow-up of a document or a prop that dramatizes your point.

2. Control when the event ends. O Reporters often have busy schedules and will not have the patience to wait

very long for the main attraction. O Plan to have a few good speakers. O Remind leaders and staff that the goal of a good media event can be

undermined by an endless series of speakers who “have to be included.” O The period for reporters to ask questions at a news conference should last long

enough so that they feel they got what they needed, but not so long that the discussion loses focus and leads to areas that undermine the key message.

3. Evaluate and learn for the future.

O While it is still fresh in your mind, think through what worked, what didn’t, and what improvements could be made. When appropriate, go over these points with the members and staff who helped plan the event to help make future events better.



An Introduction to OSHA, Rights and Responsibilities

Under OSHA Law, Whistleblower Laws Enforced by OSHA,

& Filing an OSHA Complaint

This material was produced under grant SH26288SH4 from the Occupational Safety and Health Administration, U.S. Department of Labor. It does not necessarily reflect the views or policies of the U.S. Department of Labor, nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Government.



You Have the Right to a Safe Workplace

The Occupational Safety and Health Act of 1970 (OSH Act) was passed to prevent workers from being killed or seriously harmed at work. The Act created the Occupational Safety and Health Administration (OSHA), which sets and enforces protective workplace safety and health standards. Employers must also comply with the General Duty Clause, section 5(a)1, of the OSH Act, which requires employers to keep their workplace free of serious recognized hazards. This clause is generally cited when no OSHA standard applies to the hazard.

Rights and Responsibilities Under OSHA LawEMPLOYER RESPONSIBILITIES

Employers MUST provide their employees with a workplace that does not have serious hazards and follow all relevant OSHA safety and health standards. Employers must find and correct safety and health problems. OSHA further requires employers to try to eliminate or reduce hazards first by making changes in working conditions rather than just relying on masks, gloves, ear plugs or other types of personal protective equipment (PPE). Switching to safer chemicals, enclosing processes to trap harmful fumes, or using ventilation systems to clean the air are examples of effective ways to get rid of or minimize risks.

Employers MUST also: O Inform employees about hazards through training, labels, alarms, color coded

systems, chemical information sheets and other methods. O Keep accurate records of work-related injuries and illnesses. O Provide safety training to workers in a language and vocabulary they can

understand. O Perform tests in the workplace, such as air sampling required by some OSHA

standards. O Provide required personal protective equipment at no cost to workers* O Provide hearing exams or other medical tests required by OSHA standards. O Post OSHA citations, injury and illness data, and the OSHA poster in the

workplace where workers will see them.

* Employers must pay for most types of required personal protective equipment.

(continued)



O Notify OSHA within 8 hours of a work-related fatality or within 24 hours of all work-related inpatient hospitalizations, all amputations and all losses of an eye. (1-800-321-OSHA [6742]).

O Prominently display the official OSHA Job Safety and Health – It’s the Law poster that describes rights and responsibilities under the OSH Act.

Not discriminate or retaliate against a worker for using their rights under the law.

Workers’ Rights: O Working conditions that do not pose a risk of serious harm. O File a confidential complaint with OSHA to have their workplace inspected. O Receive information and training about hazards, methods to prevent harm,

and the OSHA standards that apply to their workplace. The training must be done in a language and vocabulary workers can understand.

O Receive copies of records of work-related injuries and illnesses that occur in their workplace

O Receive copies of the results from tests and monitoring done to find and measure hazards in their workplace.

O Receive copies of their workplace medical records. O Participate in an OSHA inspection and speak in private with the OSHA

inspector. O File a complaint with OSHA if they have been retaliated or discriminated

against by their employer as the result of requesting an inspection or using any of their other rights under the OSH Act.

O File a complaint if punished or discriminated against for acting as a “whistleblower” under the 21 additional federal laws for which OSHA has jurisdiction.



OSHA’s Whistleblower program: protection from discrimination

To help ensure that workers are free to participate in safety and health activities, Section 11(c) of the OSH Act prohibits any person from discharging or in any manner retaliating or discriminating against any worker for exercising rights under the Act. These rights include raising safety and health concerns with an employer, reporting a work-related injury or illness, filing a complaint with OSHA, seeking an OSHA inspection, participating in an OSHA inspection and participating or testifying in any proceeding related to an OSHA inspection.

Protection from discrimination means that an employer cannot retaliate by taking “adverse action” against workers, such as:

O Firing or laying off; O Blacklisting; O Demoting; O Denying overtime or promotion; O Disciplining; O Denying of benefits; O Failing to hire or rehire; O Intimidation; O Making threats; O Reassignment affecting prospects for promotion; or O Reducing pay or hours.

If a worker believes an employer has discriminated against them for exercising their safety and health rights, they should contact their local OSHA office right away.

To file a complaint under Section 11(c), contact the nearest OSHA office within 30 days of the discrimination. No form is needed, but workers must call OSHA within 30 days of the alleged discrimination (at 1-800-321-OSHA [6742]). For more information, please visit www.whistleblowers.gov.

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IF THERE IS A DANGEROUS SITUATION AT WORK

If a worker believes working conditions are unsafe or unhealthful, OSHA recommends that he or she bring the conditions to the employer’s attention, if possible. A worker may file a complaint with OSHA concerning a hazardous working condition at any time.

However, workers should not leave the worksite merely because they have filed a complaint. If the condition clearly presents a risk of death or serious physical harm, there is not sufficient time for OSHA to inspect, and, where possible, a worker has brought the condition to the attention of the employer, the worker may have a legal right to refuse to work in a situation in which he or she would be exposed to the hazard. It is recommended that the workers request from their employers alternative tasks that would not expose them to the hazard.

If a worker, with no reasonable alternative, refuses in good faith to expose himself or herself to a dangerous condition, he or she would be protected from subsequent retaliation. The condition must be of such a nature that a reasonable person would conclude that there is a real danger of death or serious harm and that there is not enough time to contact OSHA and for OSHA to inspect. Where possible, the worker must have also sought from his or her employer, and been unable to obtain, a correction of the condition. For more information go to www.osha.gov/workers.

ADDITIONAL WHISTLEBLOWER PROTECTIONS

Since passage of the OSH Act in 1970, Congress has expanded OSHA’s whistleblower protection authority to protect workers from discrimination under a total of 22 federal laws. These laws protect workers who report violations of various workplace safety, airline, commercial motor carrier, consumer product, environmental, financial reform, healthcare reform, nuclear, pipeline, public transportation agency, railroad, maritime and securities laws. Complaints must be reported to OSHA within set timeframes following the discriminatory action, as prescribed by each law.

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Filing a ComplaintHAZARDOUS WORKPLACE COMPLAINTS

If a workplace has unsafe or unhealthful working conditions, workers may want to file a complaint. Often the best and fastest way to get a hazard corrected is to notify a supervisor or employer.

Workers or their representatives may file a complaint online or by phone, mail, email or fax with the nearest OSHA office and request an inspection. A worker may also ask OSHA not to reveal his or her name.

Complaints from employees and their representatives are taken seriously by OSHA. It is against the law for an employer to fire, demote, transfer, or discriminate in any way against a worker for filing a complaint or using other OSHA rights. OSHA will keep your information confidential. If you think your job is unsafe and you want to ask for an inspection, OSHA. It is confidential. If you have been fired, demoted, transferred or discriminated against in any way for using your rights under the law, you must file a complaint with OSHA within 30 days of the alleged discrimination.

You have these options to file your safety and health complaint: Online, Download and Fax/Mail, Telephone – your local OSHA Regional or Area Office. OSHA staff can discuss your complaint and respond to any questions you have. If there is an emergency or the hazard is immediately life-threatening, call your local OSHA Regional or Area Office or 1-800-321-OSHA. File a discrimination complaint if your employer has punished you for using any employee rights established under the OSH Act or for refusing to work when faced with an imminent danger of death or serious injury and there is insufficient time for OSHA to inspect. If you have been punished or discriminated against for using your rights, you must file a complaint with OSHA within 30 days of the alleged reprisal for most complaints.

No form is required, but you must call or file a letter with the OSHA Area Office nearest you within 30 days of the alleged discrimination. In states with approved state plans, employees may file a complaint with both the State and Federal OSHA.

To file a complaint, call 1-800-321-OSHA [6742] or contact the nearest OSHA regional, area, state plan, or consultation office listed at www.osha.gov. The teletypewriter (TTY) number is (877) 889-5627.

Written, signed complaints submitted to OSHA area offices are more likely to result in an on-site OSHA inspection. Most online or unsigned complaints are resolved informally over the phone with the employer.



Complaints from workers in states with an OSHA-approved state plan will be forwarded to the appropriate state plan for response. Workers can call 1-800-321-OSHA [6742] to request a complaint form from their local OSHA office or visit www.osha.gov/pls/osha7/eComplantForm.html to download the form. Completed forms should be faxed or mailed to the local OSHA office Include your name, address and telephone number so that OSHA can contact you.

The following are examples of the type of information that would be useful to OSHA when receiving a complaint. It is not necessary to have the answers to all these questions in order to file a complaint. The list is provided here as a guide to help you provide as much complete and accurate information as possible:

O How many employees work at the site and how many are exposed to the hazard?

O How and when are workers exposed? O What work is performed in the unsafe or unhealthful area? O What type of equipment is used? Is it in good condition? O What materials and/or chemicals are used? O Have employees been informed or trained regarding hazardous conditions? O What process and/or operation is involved? O How often and for how long do employees work at the task that leads to their

exposure? O How long (to your knowledge) has the condition existed? O Have any attempts been made to correct the problem? O On what shifts does the hazard exist? O Has anyone been injured or made ill as a result of this problem? O Have there been any “near-miss” incidents? O Health Hazard: Have any employees been treated by a doctor for a work-

related disease or condition? Do any employees have any symptoms that they think are caused by the hazardous condition or substance? What was it?

Reference: All about OSHA, OSHA 3302-01R 2013, http://www.osha.gov/Publications/all_about_OSHA.pdf



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