FEMA IS 242.B Effective Communication Study Guide

FEMA IS 242 ANSWERS

The study guide for Effective Communication and contains correct course notes and the FEMA IS 242 Answers. Current version (.b)

Course Date

3/31/2014

Course Overview

Being able to communicate effectively is a necessary and vital part of the job for every emergency manager, planner, and responder. This course is designed to improve your communication skills. It addresses:

  • Basic communication skills
  • How to communicate in an emergency
  • How to identify community-specific communication issues
  • Using technology as a communication tool
  • Effective oral communication
  • How to prepare an oral presentation

Course Objectives:

At the completion of this course, participants should be able to:

  • Identify factors that contribute to and detract from effective communication.
  • Develop a strategy for ensuring that emergency communications meet the needs of the whole community, including those with access and functional needs.
  • Identify strategies for communicating effectively in emergency situations.
  • Identify strategies for improving your oral presentation skills.

Primary Audience

All individuals involved in crisis and emergency management decision making.

From IS 242.b Effective Communication

 

Example Questions & FEMA IS 242 Answers

Which of the following methods of communication is LEAST useful to inform the public of a collapsed bridge?
A. AM radio traffic update
B. Television
C. Magazine feature story
D. Automated messaging

When trying to engage the audience during a presentation, direct questions that require a one- or two-word answer:
A. Help stimulate discussion.
B. Foster critical thinking.
C. Can be used to confirm facts.
D. Should be avoided completely.

If the audience is slow to respond to your question, you should answer it yourself rather than let there be silence.
A. TRUE
B. FALSE

If you are feeling very anxious about delivering a speech, the most effective response is to:
A. Eat a candy bar and drink a cup of coffee to give yourself an energy kick.
B. Practice your presentation until you are comfortable with it.
C. Keep telling yourself that there is nothing to be nervous about.
D. Memorize your presentation word-for-word.

One of the best ways to reduce speech anxiety is to:
A. Only speak to small groups.
B. Mentally block out the anxiety.
C. Speak only on tape.
D. Prepare until you are confident.

Active listening involves:
A. Completing the speaker’s sentence.
B. Paraphrasing what the speaker said.
C. Making assumptions about what the speaker is saying.
D. Attending to the facts, not feelings.

If a reporter asks you, “When did your team stop floundering and get control of this emergency response?” which of the following is your best response?
A. “My team stopped floundering and got control of this response from the beginning.”
B. “My team initiated a unified, professional response from the start.”
C. “Correction: My team never floundered in this response.”
D. “I’m not going to honor your provocative question with a response.”

Empathic listening is a part of active listening.
A. TRUE
B. FALSE

Which statement is true about informational presentations?
A. They do not need to rely on logical presentation.
B. They are based on emotional appeal.
C. They depend on vivid imagery.
D. They present ideas in logical sequence.

When communicating with a diverse community group, using idioms or other expressions, such as “ace in a hole” and “a long row to hoe”:
A. Violates regulations governing access to programs and services.
B. Is an effective way to better relate to the audience members.
C. Demonstrates effective use of communication techniques.
D. Has the potential to create cultural misunderstandings.

Which of the following messages is best suited to an informational presentation?
A. Sell the board of supervisors on the importance of investing in mitigation.
B. Persuade homeowners to have a personal evacuation plan.
C. Convince residents to become involved in volunteer agencies.
D. Lead staff in a review of the Incident Command System.

Choosing the right communication tool is a matter of getting the right information to the right people at the right time so they can make the right decisions.
A. TRUE
B. FALSE

How can you tell “in the moment” that your message isn’t being received?
A. Rely on the individual asking a question.
B. Look for changes in body language.
C. See how the audience responds in an emergency.
D. Ask the audience if they understand.

To help project your voice:
A. Slow down and use shorter phrases.
B. Raise the pitch of your voice.
C. Avoid drinking water before or during your presentation.
D. Shout so you can be heard over noise and distractions.

To demonstrate respect in communicating with individuals with access and functional needs, you should:
A. Approach each individual with interest and openness.
B. Speak directly to an interpreter or caregiver rather than the individual.
C. When the person speaks unclearly, pretend that you understand.
D. When someone has difficulty speaking, fill in words for them.

Cultural traditions:
A. Have little bearing on how we communicate.
B. Are similar for any person living in the United States.
C. Affect how we think, act, and communicate.
D. Should not be reflected in how we speak or write.

Which of the following internal roadblocks to effective listening is exemplified by the statement, “We’ve never done it that way before?”
A. Halo effect
B. Stereotyping
C. Hearing only facts and not feelings
D. Resistance to change

To help project your voice:
A. Talk faster, with long phrasing.
B. Lower the pitch of your voice.
C. Sit down to relax your diaphragm and vocal cords.
D. Shout so you can be heard over side conversations.

To communicate more effectively with your community you should:
A. Become fluent in all of the languages spoken in the community.
B. Learn about the languages and communication traditions in the community.
C. Avoid interacting directly with those who have access and functional needs.
D. Simplify communications by using one main approach and format.

All of the following are examples of emergency public information EXCEPT:
A. Notification that hazardous weather is expected.
B. Brochures on home swimming pool safety.
C. Instructions to evacuate designated areas of the jurisdiction.
D. Information on where to get food, water, and ice.

For more FEMA IS 242 answers and questions download the guide!

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