Adding Education to HHW Collection Operations

1. Adding Education to HHW Collection Operations Jim Quinn NAHMMA NW Chapter Conference June 2014

2. Educating HHW customers I. Why educate them? II. How to educate them - while also taking care of all of the other things collection program staff need to do

3. Why educate HHW customers? The three pillars of addressing HHW: Collection Education Product Stewardship

4. From Metro’s Regional Solid Waste Management Plan (RSWMP) • “Coordinate collection programs with waste reduction and product stewardship efforts” • “Provide hazardous waste reduction messages and information to all customers bringing waste to household hazardous waste collection sites”

5. from: “Sustainable Materials Management: The Road Ahead” US EPA 2009

6. Oregon DEQ Materials Management Plan For Consumer Products, vision for the future: “Every option is a sustainable option”

7. How to educate HHW customers Hint: it’s not just about handing out brochures • Coordinate with other outreach efforts • Aim for behavior change • Understand community-based social marketing • Talk to the customers!

8. Coordinate with other outreach that your agency is doing: • Website • Brochures • Live telephone staff • Public events, displays, shows etc.

9. How to Educate The “information deficit” model or “rational” model: if we (the experts) give them the information, they will change their behavior Metro RSWMP: “Provide hazardous waste education programs that focus on behavior change”

10. “Community-based social marketing” The use of marketing principles to influence human behavior in order to improve health or benefit society Emphasizes direct, personal contact, in contrast to mass marketing (TV/radio/newspaper) Key steps: • Determine barriers to change • Use tools targeted to the barriers • Pilot to test effectiveness • Implement across the community • Evaluate

11. “Community-based social marketing” Barriers = "roadblocks" to more sustainable actions and behaviors Examples: lack of information, too inconvenient, too costly First conduct research to identify barriers, like surveys, focus groups, literature search Then develop tools targeted to the identified barriers

12. “Community-based social marketing” Tools: • prompts – remind people to engage in sustainable activities • commitments – have people commit or pledge to engage in sustainable activities • norms – develop community norms that a particular behavior is the right thing to do; change agents, role models, early adopters • incentives

13. HHW Education- other thoughts Making it personal- conveying the health & environmental risks; kids & pets Does education actually result in measureable improvements in public health & the environment? Education can foster support for policy change

14. So – what does all this mean when a customer drives up to drop off their HHW?

15. Things we talk to customers about Fees Household vs. business What we accept What we do with it all Where to take things we don’t accept Other Metro programs Waste reduction

16. Metro RSWMP goal: “Reduce the use and improper disposal of products generating hazardous waste in order to protect the environment and human health”.

17. Waste reduction messages Buy only what you need Use it up Give it away Choose safer alternatives Products that are less toxic or non-toxic Change how you do things around the house/yard

18. CHANGE IS A PROCESS OF STEPS ★ Sustains new behavior Tries new behavior Motivated to change Aware, knowledgeable Unaware Let’s help people take their next step. • How can we help people take their next step? • What barriers are in the way? • How do we reach people where they are? – there is no one-size-fits-all approach

19. “Triage” – three categories of customers: • Probably ain’tgonna do anything different, no matter what information we provide • Hard core environmentalist • Someone part way up the ladder of commitment, maybe we can nudge them up further

20. Starting the conversation • “Can I answer any questions you might have?” • “Would you like to learn more about natural gardening?” • “Do you have any questions about recycling?” • “Do you have any questions about our program?” • “Can I offer you any educational brochures?”

21. I thought you said it wasn’t about brochures. . . . • Explain what information is covered in the brochure • Get their commitment that they will read it • Or just give them a small handout- magnet, bookmark-sized info, etc.

22. You can target specific customers…

23. Pesticide Loads……

24. You Say…. “Thanks for bringing us your pesticides!” “Did you know that the chemicals you use on your lawn and garden may also be toxic to your children, pets, fish, birds and waterways?” “Would you like some information on natural gardening?”

25. Provide a gardening brochure

26. “Follow these easy steps to growing a healthy lawn/garden without using pesticides or other harmful chemicals.”

27. For more advanced gardeners

28. Loads with numerous cleaners…..

29. You Say….. “Thanks for bringing us your toxic cleaners; we’ll take care of those for you!” “Would you like a brochure on less toxic green cleaners?”

30. Say something like…. “This brochure contains recipes and tips that can help you protect your family and the environment by using safe, simple ingredients to clean your home.”

32. Paint only loads……

33. You say….. “I see you only brought us paint today; did you know we also take things like batteries, cleaners, pesticides, and propane tanks, etc. etc?” “Would you like a flyer that lists the types of items you can bring here?”

34. Caution Toxic Corrosive Pesticide Combustible Poison Flammable Warning Danger “Read the label, look for the following words:”

36. If you don’t know the answer to a question- other resources: ask a co-worker outreach staff web resources, etc.