Preparing for a media interview

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Abstract

Learn to emphasize the importance and impact of your program when giving media interviews. The National Service Leadership Institute shared this effective practice at the 2001 Senior Corps Southern Cluster Conference.

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Issue

Giving an interview to the press can be intimidating for people not familiar with the process.

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Action

For all interviews

  • Analyze the potential audience. A daily newspaper reaching all audiences may want a different message than a radio station whose audience is largely older adults. For example, the former will need to be reminded of the growing senior population; the latter may need a "pitch" to become involved.
  • Think through what you want to accomplish as a result of the interview.

TV and radio interviews

  • Call the interviewer by his/her first name.
  • Try to get your major message out as quickly as possible. Sometimes, if the interviewer doesn't ask the question you want, you may have to add the information you want to convey in the answer to a question that he/she does ask. ("By the way, it's important to that question to understand that.....")
  • Look at the interviewer and have a conversation with him/her.
  • Be enthusiastic.
  • If you don't know the answer to a question, say so; don't make something up.
  • Don't use jargon or acronyms.
  • Watch your words...you don't ever want to say anything that can be interpreted or misinterpreted as racist, sexist, bigoted or just plain unsympathetic.
  • Watch for remarks that you think are made when the microphone isn't on. The microphone may be on, and you can be embarrassed.
  • Use anecdotes where possible; tell about how life was changed for a volunteer or a client.
  • Watch for "you knows" and "uhs."
  • Keep your voice lively; don't drone or mumble. (Try doing a little recording on tape before you go to see if your voice is pleasant and upbeat.)

Additional advice for TV

  • Don't slump; lean forward slightly.
  • Keep hands loose in lap.
  • When you gesture, keep it simple.
  • Don't cross your arms. (That's a defensive posture.)
  • For women:
    • don't wear jewelry or metal buttons that will make a noise;
    • don't wear a really short skirt.
  • Don't wear blouses, shirts or ties that have a heavy pattern.
  • Smile appropriately.
  • Be natural.
  • Concentrate. (It's easy to be diverted by the camera, the lights or the microphone.)
  • Look at the interviewer; not the camera.

For the Press

  • Frequently reporters take notes and can't write as fast as most people talk; so it's best to make simple, powerful statements rather than to ramble on. This way you can avoid being misquoted.
  • If they have a tape recorder, it's still good to follow the above advice, because they may use the material that is not important instead of what you really want to get across.
  • Be honest.
  • Be open.
  • Be positive.
  • Don't say "off the record." Everything is on the record.
  • Make sure everything you say is something you would feel comfortable about having printed on the front page of the daily newspaper.
  • Don't ask to see a copy of the article in advance.

Worried about stage fright?

  • Don't over prepare and rote memorize; you are there to have a conversation, not a recitation.
  • Remember everyone is nervous; nervousness helps the adrenaline flow and can manifest as enthusiasm.

Articulating your program impacts for the media

  • Need + Service Activity + Accomplishment = Impacts
  • Use powerful words and strong verbs: initiated, inaugurated, established.
  • Speak in terms of results: what situation was changed, whose life was improved?
  • Use measurable terms: percentage of improvement, numbers of people affected positively.
  • Answer the questions: what needed to be changed and what measurable difference did Senior Corps make in that change?
  • For media purposes, it's usually best to state the need and the impact of your work first, and then tell about the service activity and its accomplishments.

Example: "At a local school, half of the third grade class was not able to read at grade level. Because of our volunteer tutoring program, 75% of these children increased their reading level by one grade." (Then you can talk about how many volunteers, how many hours, how long it took and give an anecdote or two about some of the things the children said.)

Anecdotal information is a great follow up. "One of the children said, 'My grandma friend helped me read a book.' The teacher said, 'The kids relate better to the seniors because they give them their complete attention.'"

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Posted On

October 4, 2001

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