Slide: 1

Coutts J&R

Projects funded by the Cooperative Venture in

Capacity Building

➔

Roberts Research

Slide: 2

Projects

• National Extension/Education Review

• Establishing a web-based database

• Human Capacity (Empowerment) Indicators

• Better aligning extension to the VET sector

• Better understanding of the Consultant/ Mentor Model

Slide: 3

National Extension Review• The Cooperative Venture for Capacity Building

funded a two year review to look at the different ways that contemporary extension was being done around Australia – across different industries and different issues. They wanted to know what worked and why?

• The review developed a data base of extension programs and analysed projects in terms of the models that were being used and what factors contributed to successful implementation.

Slide: 4

Key findings

• Extension is a significant activity across rural and regional Australia

• Extension projects can't be considered in isolation

• Funders need to consider the whole capacity building ladder in their portfolio

• There are five clear models of extension• There is an inherent rigour in each model

Slide: 5

Extension & Capacity Building

• Extension is the process of engaging with individuals, groups and communities so that people are more able to deal with issues affecting them and opportunities open to them.

• The outcome of extension is capacity building in individuals and communities.

Slide: 6

Slide: 7

Slide: 8

Emergent Models

Info accessFacilitation

Tech Devt

Mentor Consultant

Training

Increasin

g cap

acity bu

ildin

g

Slide: 9

1.Faciltiation Model

.

This model uses small on-going groups and focuses on increasing the capacity of participants in planning and decision-making and in seeking their own education/training needs based on their particular situation.

Example: How do we make the most out of our farming business?

Slide: 10

BESTWOOL 2010

The number of grower participants has exceeded the objective of 12% of woolgrowers - 75 grower groups involving in excess of 1106 enterprises

Key elements:• Groups choose their own facilitators• (initial) funding to support facilitators• Planning cycle to determine needs and priorities• Take own actions in key areas• Link into (other) projects running relevant training

Slide: 11

Documented impacts

• “A survey looking at the adoption of advanced marketing and price-risk management (a key practice change objective) showed that there has been a significant increase in the percent of BESTWOOL 2010 participants (36%) who have used these techniques compared to non-group members (13%).

• Importantly, the rate of increase has been significantly greater in the group members.”

Slide: 12

Net $ return for years 1998 - 2003

Year

1998 1999 2000 2001 2002 2003

Ne

t $

re

turn

1600

1700

1800

1900

2000

2100

2200

2300

2400

AttendsAbsent

Sugar

Cane

Productivity

Initiative

Groups

Slide: 13

The FM works best when….Participants themselves are the motivators behind it…An effective facilitator is used – selected/endorsed by participants…There are “champions” in the group…Participants put in some resources to the group effort…A planning/action cycle is used…Participants have some training in effective group processes…Meetings/happenings occur within at least every 60 daysMembers ‘benchmark’ where they are at – and relate to any changes…Funders set broad but distinct boundaries.

Slide: 14

2.”Training” Model

This model delivers specified training (in terms of content) based on a needs analysis or demand. It can be delivered in an adult learning approach.

Note people involved in the a ‘facilitation model’ often access courses provided under this model.

Example: How do we identify and manage weeds that could cause problems in our region?

Slide: 15

EdgeNetwork

• Based on adult learning approaches and different learning styles

• Development separate from delivery• Trailed & evaluated before general delivery• Use of local examples, practice concepts with

own situation• Mindful of follow-up

Slide: 16

The TM works best when…Courses are based on extensive market research and testing…Adult learning approaches are used…Different learning styles are catered for…Excellent quality control systems are in place…Timing works for the intended audience…Local practical examples are used…There are exercises to link the theory directly with participants’ own situations…There is follow-up in some way…If accredited (eg: under the VET system) – there is clear explanation about what that means and how to use it.

Slide: 17

3.Technology Development Model

This model is about working with individuals and groups to develop specific technologies, management practices or decision support systems to improve their situation.

Example: Let’s work together to tackle this invasive weed that is affecting many of our small farms in the region.

Slide: 18

RWUE

• Hands on-visits – measuring, dirty feet…• Local demonstrations – on farms• Promotion, communication campaigns• Link to training workshops• Cross-stakeholder involvement• Financial incentives• Legislation etc in the background

Slide: 19

The TDM works best when..Those affected identify and/or endorse issue as a priority..All stakeholders are involved in trials and finding solutions.There is good communication between all groups…Good facilitation is available to help planning and actions..There is a strong on-farm trial and demonstration program.Benchmarking is used to monitor change and success…Training is accessed when needed…Other supporting mechanisms are in place – for example incentives, regulations.

Slide: 20

4.Information Access Model

This model is about providing information that is timely, practical and useful. It includes the growing role of the internet, information CDs and distance learning. It includes approaches to establish data bases, web sites, learning packs and call centres to deal with individual information seeking needs from a distance.

Example: Here is website that lists the weeds relevant to our region, has photos and describes how to best control them.

Slide: 21

The IAM works best when…

There are clear objectives and clear client groupings…Usage and feedback can be monitored and acted upon..There is an opportunity to share information & experience with others…There are different levels, information pathways and media…Creativity and risk-taking is encouraged…There is “space” for people to play and experiment with information provided…Information is updated regularly.

Slide: 22

5.The Consultant/Mentor Model

This model is based on “extension” people working one-on-one on farm. It covers both general and specialists consultants and advisors as well as extension programs where individual farm visits are central components.

Example: I’ve been to a course on weed control, looked up information but now to work out how to best apply this on my farm.

Slide: 23

Survey

Main industries

2%

31%

6%

0%17%

26%

3%

1%

4%

10%

Cotton

Grains

Fruit and/or Vegetables

Sugar

Beef

Wool

Dairy

Pigs

Natural Resources

Other

Slide: 24

Types of consulting

21%

12%

13%22%

5%

7%

3%12%

5%

Agronomic/Soils

Animal Management

Technical Services

Business Management

Irrigation

Marketing

Human Resource Management

Succession Planning

Other

Slide: 25

The way consultants work with clients

27

26

3

17

10

1

6

7

11

11

20

4

2

0

17

3

3

0

0 5 10 15 20 25 30

Provide advice and it is upto the client to act on it

Be a sounding board forthe client

Make the decision for theclient

Engage in on-goingdialogue until a mutualagreement is reached

Undertake a technicalservice as requested by

the client:

Other – please describe:

Rarely

Sometimes

Mostly

Slide: 26

Ratings of client characteristics

20

18

14

8

18

19

15

9

14

14

16

17

15

7

13

21

1

1

4

9

1

7

5

4

0 5 10 15 20 25

Clear about what they want

clarity about strategic direction ofproperty

Easily contactable

Challenging

Asks questions

Gets out in the paddock

Engages in joint decision making

Responsive to questions

Less important

Important

Very important

Slide: 27

The C/MM works best when…

The ‘client’:• Is organised and is clear about what they want…• Negotiates a written ‘contract’ in terms of time, costs

outputs, timeframes…• Has as much relevant farm business data as possible

ready to base decisions on…• Sees it as a two-way relationship…• ‘Walks’ around with the ‘consultant’ and participates in

information gathering, analysis and decision-making…• Makes the ultimate decisions themselves…• Continues the relationship over time.

Slide: 28

Interaction between models

The review found that to comprehensively address capacity building across an industry, issue or region each extension model was needed to be available to a critical mass of people in the industry, issue or region.

Slide: 29

Human Capacity Indicators

• This project looks at what questions to ask to assess change in human capacity (in the ‘higher skills’ for example critical thinking, planning, community cooperation, ability to negotiate) to maximise the opportunities for sustainability and profitability.

• Using the term “empowerment indicators”.

Slide: 30

Knowledge of processes needed to plan and address situations;An Attitude that ‘its up to us to own our situation and to proactively address it’;Skills in planning, effective communication, writing, time management, facilitation,

problem solving, leadership, approaching institution, financial management.Aspirations to be proactive and take whatever initiatives are possible.

Changes in Knowledge, Attitude, Skills & Aspirations (KASA)

Increase of: Critical thinking; Conceptual knowledge; Planning Communication Writing project application skills Effectiveness/ “sense of efficacy” Time management Facilitation Conflict resolution/ negotiation Problem solving Motivation Community cooperation/ networks Leadership Access to institutions (political, legal, economic, social) Financial independence (cf. welfare dependence)

Practice changes

Innovative individuals and communities taking initiative to continuously improve their situation, effectively addressing issues facing them and taking up opportunities as they are presented.

Social-economic-environmental outcomes

Slide: 31

Understanding of the planning process. Ability to take oneself or a group through a planning process

and cycle. Specific planning that has been initiated/ undertaken at what

level Examples of better outcomes (social, economic or

environmental)

Planning

Ability to understand and interpret data/ activities/ project.

Level of comfort in facing new situations, difficult problems etc

Ability to move from the abstract to the concrete and vice versa.

Conceptual knowledge

Ability to: Reflect, take into account the wider context, look

across alternative solutions and to think ‘outside the square’.

Provide examples of how problems/issues addressed Use hypotheticals/scenarios to see how people

would respond

Critical thinking

Indicators of elementsElements of empowerment

Slide: 32

Individual interviews (start and end). Group workshop (start and end). Case studies/’stories’ (with examples of critical thinking). Observation – project records recording actions. Role plays

Critical thinking

Suggested methods of data collection (indicators and measurements/ data items will largely be context

dependent and be determined by available resources, staff, existing data etc)

Empowerment Components

The different data collections techniques are explained together with the type of data/questions that can be used specifically for empowerment indicators.

Slide: 33

Measuring

1 2 3 4 5

Not at all A little Some Reasonably Fully

➔How relaxed are you about being part of a community /industry group?

➔How comfortable are you in putting your opinions forward – even when they might differ from others in the group?

➔How sure are you about your ability to engage with the local council (or industry body) about an issue that affects you?

or..

Please describe how you might go about seeking funding assistance for a locally based natural resource management project?.......

[answer demonstrated a little (2/5) understanding/confidence]

Slide: 34

3. Better aligning extension to VET

Despite many workshop programs and courses now being linked into the VET system, it appears to be poorly understood by many facilitators and participants alike and there is a poor uptake of the accreditation advantages.

Slide: 35

Cons & Land MntTraining Package

Unit 1

Unit 2

Unit 3

Unit 4

Competencies

Recognition of Prior Learning work experience (RPL/RCC)

Past training courses(RCC)

Current Training Course

Further training required

Accredited through an RTO and recognised

courses delivered by a registered

trainer.Audited by state Rural Training

Council.

Can draw units & competencies from other Training Packages

The ‘student’ is required to put work

into collating evidence of RCCs.

The RTO assess these against required competencies.

Certificate 1-4DiplomaAdvanced Diploma

Higher Educationdegrees

Slide: 36

Manual for Program Leaders

• Purpose of this manual• Why accredit extension programs?• What is AQTF and VET• What are Rural Training Packages• Registered Training Organizations (RTOs)• Importance of FarmBis• What process is needed to accredit an extension

program• Case Study - Waterwatch

Slide: 37

Ability to use a property map to analyse fence locations, develop a plan to realign fences according to different needs and property characteristics and to understand the implications for stock management, and environmental consequences.

6

Ability to describe all of the different types of fences on a property and explain why they are built and located as they are.

5

Ability to supervise a fence being built and explain the process and logic for the choice.

4

Ability to build a fence, put a gate in it and explain why the fence was chosen and the placement of the gate.

3

Ability to describe all the different fences that can be built and how they would be built.

2

Ability to look at the picture and point out the fence1

Example of Unit of CompetencyLevel

Slide: 38

Establish that there is a market for the intended course. (number of people x location x time).

Clarify intended training – general content, desired outcomes, target audience.

Step 1Establishing

the Need

ResultDoneActionsSteps

Name of Training Program:

Checklist for accrediting an extension training program

Slide: 39

2Make sure you really have a strong interest/motivation in farming

4In a two way relationship/communication you get from it as much as you put into it. Time is required for long term results/ regular contact

4Provide as much farm/business data as possible so that there is a direction/objective understood by both parties and is the focus for the day to day activities/ provide timely feedback

15Be clear about what you want, have expectations/set agendas from meetings, be prepared to challenge/question and be organised

No. of mentions

Advice

Slide: 40

Facilitating use of outputs• Database – regular circulation/updating

• Empowerment indicators – to those running courses in evaluation; promoting to project and program leaders and through APEN; to projects identified as empowering/ facilitating model; available on web-page.

• VET booklets – flags to FarmBis applications; promoting to projects involved in Training model; on web page.

• Consultant guidelines – circulation to participating consultant organisations and farmer organisations; on web page.

• Workshops around Australia in November 2005