| Title: | Communication When Problem-Solving (section 13) |
| Sub-Title: | Indoor Air Quality Coordinator's Guide |
| Date of publication: | Jan. 02, 2001 |
| URL: | www.epa.gov/iaq/schools/tfs/guide13.html |
| Authors: | EPA Indoor Environments Division |
| Bibliographic info: | section 13 of the IAQ on-line information kit |
| Publisher: | U.S. Environmental Protection Agency |
| Abstract: | When a major, and sometimes even minor, IAQ problem occurs, you can be assured that the school community will learn about it quickly. Without open communication, any IAQ problem can become complicated by anxiety, frustration, and distrust. These complications can increase both the time and money needed to resolve the problem.Immediate communication is vital, and is easiest if a few strategic steps are taken before an IAQ problem arises. Paying attention to communication when solving a problem helps to ensure the support and cooperation of school occupants as the problem is investigated and resolved. When a problem arises, communication should begin immediately. Productive relations will be enhanced if the school community is given basic progress reports during the process of diagnosing and solving problems.Problems can arise from saying either too little or too much. Remember to communicate as the final step in problem-solving: Provide a summary status report. |
| Additional Notes: | |
| Keywords: | schools, Tools for Schools Kit, Indoor Air Quality, school, poor ventilation, ventilation, pollution, buildings, students, teachers, school staff, children, asthma, indoor pollutants, childhood disease, missed school, young children, |
| Record Last Revised: | Record #55, revised 1/10/2001 |
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