PAGE 1 {,s;/37 ExtensionCommunicationManualforFront-Line r AgriculturalExtensionStaff PAGE 3 ExtensionCommunicationManualforFrontLineAgriculturalExtensionStaffByJohnFox1990PreparedfortheOn-FarmGrainStorageProjectUSAID Project No 615-0190DPRAIncorporatedManhattan, Kansas, USA(Co ..tr.etorfi.-IProject fundedby and sponsored bytbeKenya Ministry of AtricuItua-e PAGE 4 No parta ofthismanualmaybereproduced, except bytheKenya Agricultural Extension ServicesStaff in the direct performanceofitsduties, without written permission. PAGE 5 ForwardToachievethegovernment'sobjectiveof foodself-sufficiency, Kenya's farmersmustincreasefoodproductionandensureitsproper preservationinorder to satisfytherapidly increasingpopulation. TheOn-FarmGrainStorageProject, sponsored by the MinistryofAgriculture, is introducing improvedgrainstorage management technology tothe small-scale fanners. Oneofthe efforts of achieving this aim is throughthereduction of losses to rodents, birds, mouldsand insects. Theseloss!)s, which could reach 25%or more, occur infarmsfromthetime grain reachesmaturityinthefield untilitis consumed.Theproject was initiated in 1983 usingtheregular agriculturaleltensionservicestodisseminatethetechnologies to the farmers.The field extension workersarcexpected to accomplish thisbyworking with individuals,and sometimes by organizing field days attendedbylarge groups oHarmers,Having only a minimumoftrainingin extension communication skills,few reference materials,andpractically no visual aids, someaftheAgricultural Assistants have not been able to communicatetheproject'sandothermessages as effectivelyasthe Ministry would like. The Ministry hopes, therefore, thatthroughthisextension communication manual, theeffectiveness ofthefront line extensions workers willbesignificantly increased. Thismanualwill also be usefulattheInstitutesof Agriculture, whichareresponsiblefortrainingthe future frontline agricultural extension workers.E.K.Kandie Directorof AgrU:/J.lture, PAGE 6 ..PrefaceThe GrainStorageProject is pleasedtomakethis exten sion communicationmanualavailabletoKenya'sMinistryof Agri culture.It is hopedthatthis practical guide will serve Kenya'sfront-lineagriculturalextension staff formanyyears.Thefront-line workers are generalagriculturalistsandtheymustdeliver informationtofannerson a wide rangeofsubjects.TheirelTectiveness inthis taskdepend6 both ontheirknowledgeortneirsubjects and ontheirability to communicate with farmers.Theauthorspeaks directlytothefront-line workers. Andthesuggested methodsandtechniques shouldhave application inthecommunication of subjects acrossthefullrangeofagriculturalextension-notjustpost-harvestmanagement.Likewise.thein for mation contained inthemanualshould beofusetothose educa tionalinstitutionswhichtrainKenya'sagriculturalextension staff, Also,themanualwillhaverelevance for extensionstaffinothercountries.Theauthor,JohnFox,hasnearlythirty years experienceinadulteducation and extension communication.He has taughtcommuni cation skills, conducted research programmes, produced simula tionsandgames, videotrainingtapesandprevious handbooks on communication, Hehasover tenyearsof work experience with various professional groups in KenyaandotherAfrican countries. Hespenttwoyearsteaching communicationandadulteducation skillsatthe University of Nairobi'sAdultStudiesCentre, Kikuyu. Inpreparationforthismanual,John Fox accompanied front line extension workers ontheirdailyfarmvisitstogainclose, firsthand eltperience oftheirworkroutinesandinteractionswith farmers and hehasattendednumerousprojectfie1ddaysin western Kenya.Thechaptersfollow a logicalpattern.Thefirst live eltplore thecase for employing a discussionandaction-based methodology in exten sion work;thefollowing chapters show how this methodology can be applied in a varietyofsituationsandformats.Theagriculturalextension workers whoreadthismanualwill find guidelinesandchecklists for individual application.Buttheman ual also containsmaterialthatcanbeadaptedfor role playinganddiscussions intraininggroups.Dr.WalterG.Reid,JrTeam Leader, DPRA On-Farm GrainStorage Project PAGE 7 INTRODUCTIONAGRlCULTURAL E:XTENSION: A SfATEMENT OFPRINCIPLES 1. WHATISCOMMUNICATION?AnDlustration TheMainConsiderations A Communication Model The Characteristics ofGoodCommunication2.THEFRONTLINE EXTENSION WORKERWorkingWithintheTrainingandVisitSystemA Competency AnalysisA Competency List fortheCommunication AspectsofExtension WorkContents, 3" FARMERS" PressurePointsThe Adoption CurveTHE LEARNING PROCESS33The Crucial Conditions for LearningAdultsas Learners ImplicationsMODELSOF EXTENSION COMMUNICATION ," Three Modes of Communication ChoosingtheModejii PAGE 8 Contents6. VISITING A FARMPlanninga Visit MeetingtheFannerRelating LinesofCommunicationPractising SkillsFollowing UpThe Advantages ofFannVisits Recording a Visit Checklist forPreparinga Visit Checklist forEvaluatinga Visit 7. GIVING A TALKTheMeeting PlacePlanningaTalkNotesPersuasionSettingtheClimate Appearance GesturesTheEyesTheVoiceTheBasic Qualities of EffectiveSpeakingChecklist for Giving aTalk8. CONDUCTING A DEMONSTRATIONInvolvingtheFarmers Focusing DemonstratingSummarizingFollowing UpChecklist forEvaluatinga Demonstration" 87 PAGE 9 9. LEADING A DISCUSSION Expected Behaviourin Groups Some Reasons for WorkingwithGroupsTheDiscussion Process Leadingan WormalDisC11lIsion Group Organizing Group DiscussionsTheConditions for Effective Discussion10.USING PROBLEM SOLVING TECHNIQUESForce Field AnalysisBrainstonning11. USING VlSUAL AIDSWhy Use Visuals?WhatMakes a Good Visual Aid? How to PresentVisuals Which Aidto Use? Checklist of Visual Aids A Note onUsingFilm and Video Recordings-or RadioMaking Your Own Visual Aids F1ipchartsPOSTSCIDPTANNEX_TheOn-Farm GrainStorage PI-oject Contents 1>,'"" PAGE 11 IntroductionThismanualisaddressedtofront-line agricultural extension work cr1l-8griculturalassistants primarily,butalso toother divisional ordistrict level stafTwhoare engaged in face-to-face communicationwithfanners.Itisaboutcommunication skills-those skills whichmakeall the difference between success or failureintheextension worker's efforts toencouragefannerstoincreasetheirproductionandimprovetheirqualityoClire.IthasbeenwritteninsupportoftheKenya Ministry of Agricul.ture'scampaigntoreduceserious grail"ilosses by advocatinganddemonstratingefficientpost-harvestpest-controlandstorage techniques. So theexamples of technical topicsaredrawn mainly fromthesefields.Buttheinfonnationandadvice on communication processes contained inthismanualwill be relevantforthefull range ofagricultural extension mess.ages-and itshould also be applicableincountriesotherthanKenya, The manualbegins with a discussion of/lome fundamental factors influencing communication.Itreviewsthefunctionsandresponsi bilitiesofthe front-line workenl andidentifiesthekey communica tion competenciesthey need for effective job perfonnance.Itconsid enl theposition ofthefarmers themselves, explores theconditionsunderwhich they will be prepared to considerandaccept changesintheirhabitual waysofdoing things.Itreturnsto the extension workersand analyzes themeansby whichtheycan influence the motivationandreceptivenessofthefarmers. The manualthentakesupin tum themainkinds of communicationactivity-visitinga farm, speaking in public, giving a demonstra tion, leading a groupdiscussion-andidentifies the factors which, PAGE 12 Introduction can leadtoa successful performance on eachofthese different occasions. The intention has beento make the writingasrelevantandpracticalaspossible,bygiving illustrations basedonactual field experience andbyincluding checklists which relate directly to the various tasks ofthe extension worker's everyday work routine. Allhough the word "heft isused throughout this manualforthe sakeofstylistic simplicity, thesuthorand the projectarewell awarethatin many cases,inKenya and inothercountries, the front-line extension worker may well be a woman and working with womenfannersaswellaswith men.So,whenever the words like "heft appear, please assume "helshe"or "hislhers", AGRICULTURALEXTENSION:ASTATEMENTOFPRINCIPLESIn writing this guideforfront-line workers, a numberof basic assumptions have influenced what has been said about extension methods:1.Extension becomes most effective when there is a three-way interactive communication between research agencies, the fronlrline field workers and the fanners.2.Effective extensionstartswhere thefannersareand seekstobuildontheir established knowledge and skills.3.Effective extension utilizes the knowledge and skills of fanners. 4, Effective extension is addressed to the practiceof fanning and, therefore,itemploys active, problem centred and diseussion-based methods of communication. PAGE 13 1WhatIsCommunication? Kilonzo wasquite /'lew to theextension service.ItwasmidJuly,andhe was visiting one ofhis rontact farmers ina locatiofl5()me twenty kilometres (rom Kisumu by the shoreof Lo.ke Victoria.Afewweeks previously he had attended anorientation course for agrnultural assistants (AA's) on post-harvestandgrain management techniques-part ofa programme in Westem Kenya10get across extension messages related to reducing the losses beingexperiellCedbysmall-scale farmers inthehandlingofthei,.maizecrops.Itwas ht:J.rvest time; and oneofthe objectivesofthe campaign was to encourage farmers toharvest early, when the maize was matUN!enough-rather than leave itinthe shambo to dry-where it wouldbe todamageby insects, birds and rodents. Armed wuh hisleaflets explaining whenandhowto harvest, whereand Iww to store tlu! grain, Kilonzo felt confident that hehad somethingto tell and teach his farmer. Wlu!n tlu!y met,hecame straighttotlu! point. He produced his leaflets, explained the purposeofthe new campaign and sJwwed the farmer the illustratwnin the leaflet onJww to test for wlu!n tlu! maizeis ready for haroesting. Helooked aroundthe compoundand saw four traditional basketstores- fromwhat wesee and 90'1> froma combinationof seeing andhearing. Returningto thestory orKilonzo-he hadhisleafletaon harveating andstoring maize; butperhapsherelied onthemtoomuch. Maybe he should have sat downtotalk withhis farmer, asked him ifhe hadany problem&-rather than pitching straightin w;th his g10uy leaflets,85 ifthey alone would convince. IfKilonwhadbeen talking with a groupoffarmers,he would have needed a different medium: large postersorprepared drawings on a Ripchart. If his extension officersatheadquarterswanted to reach a lI13611 offarmers with a particularmessage, thenthey would havethe choice of usingthe mass media-thenewspapersortheradio. C1olJ.plul PAGE 17 However,weareonly touching on a topic thatwill be explored in some detail throughout the manual:what factors affect our choiceoramediumtoget across a message? At this stageitwillbeenough to make the pointthatoneofour main considerations in communi catingIImessage is the decision aboutwhatmedium-orcombina tionofmedia-wechoose.TheOccasionEveryactof communication takes placeina specialsituation-theoccasion. The occasion will involve three basic elements: thesenderof the message; the receiver of the message; therelationshipbetween thesenderand receiver. One ofKilonzo's messages wasthatifa storagebasketis raised one metre abovetheground andaircan blow freely through it, the maize canbeharvested early and lell. to dry effectively and safelyinthe crib. How well Kilonzo could deliverthatmessage would depend ona number of factors: Is he familiar enough with the subject tobeconvincing? Can he, for instance, work :::out how much grain and money the fanner would be losing by using his traditional methods of harvesting and drying? Canhe give a realistic estimateofhowmuchitwould costtoraise the crib? When would the fanner reap the benefitofthe expense?Inadditiontothematterthere is themanner:CanKilonzoputhis message across without criticiring or puttingdown the fanner? Does he have the confidence ortheskill to startwith a friendlychatand thenletthe conversationturntothe matters he wantstobe raised? Canheletthefanner'sproblems and ideasbeexposed before he offers his own solutions? , PAGE 18 WhatIs Co11JJ11lUZicatWn? Much depends on Kilonzo's knowledge ofthefarmer; his ways ofdoing things, his reasons for doingthesethings. For instance,itmaybethatthe farmer was concernedtohidewhatwasinside thebasket,more becausehefeareddemands from relativesthanattacksfrom thieves.But this isnotsomethingthatthefarmerwould easily admit. Only ifKilonzo isfamiliarwith local customscanheinterpretwhy thingsaretheway they arc. IfKiloD2:o wants to influenceafarmer'swayofdoingthings,bemustworkintermsoftheneedsandiDterestsofthatfarmer.lfwbatKilonzosaysdoesDotappeal to thoseneedsand interests, be will fail.A lotdepends,too,onattitudes:OnlyifKiloDzoisenthusiasticabouthisjobandbelievesinhiseItensionmessages,willhebeconvincing.Onlyifbeaanidentifywithhisfarmer'sneedsandaspirations, will hebeabletobuildasuccessfulrelationship.Take,for example, the issueoffree cribs that comes upintheillustration.Whatthefarmersaysisnaturalandsensible.Ifotherfarmers have been giventhem,thenhewouldbenaivenot to askfor onetoo.As wellasstatingthefacts,perhapsKilonzo should also haveexpressed hisunderstandingofthefarmer's position:andthengone on totalkthroughwithhim how he couldhaveimproved his ownstoresascheaplyaspossible.CombiningtheElementsTheremustbe a harmonybetween the messageandthemedium, between thesenderandreceiver.Alltheconsiderationsandelementsareintertwined.But,to explorethecomplexities ofcommu nication, we need to separateout certain aspects. Since thismanualgrewoutofaparticularprogramme,andmost oftheillustrativematerialistakenfrom themessagesofthatprogramme,itmightbehelpful to have anoutlineof Kenya'sOn-FarmGrainStorageProject.-ifyouarenotalreadyfamiliarwith it. You will find abriefdescription intheAnnex, page 133. Inthenextchapterwe considerthesenderofmessages-you.We will lookattherolesandfunctions of front-line workerswithintheTrainingandVisit extensionsystemthathasbeenestablishedinKenyaandanumberofothercountries.Thiswillenable us to identifythe occasions on which youareengagedin eommunieation andto discusstheskillsand competencies thatareneeded for a successful performanceofyourfunctions I PAGE 19 Thenwetumtothereceiver of yourmessages-the fanner. Wewilltryto establish some key characteristicsoffarmersandtheirfamilies,inorder to analyze those factors which might affecttheirwillingness toae<:ept new ideas and different practices.Wewillthenbeina position to explore the problemsandpotentialsforbuildinga productive relationshipandopeningupeffective lines of communication. But, beforewe take upanddevelop thesethemesinlaterchapters,letuslookatcommunication in a visualway-bybuilding up a diagramthatwill help youtounderstandsomething more aboutthestructureandlogic of this manual. ACOMMUmCATIONMODELrAlrIiill.IJ Message LWJ SenderReceiver When communication occura,there i8aSender(8),aReceiver(R)anda Message (M):MButhow doweknowthatourmessage is being understoodinthe waythatwewantittobe understood?Howdoweknowthatour message is actually being received? Sometimesweonlyknow-likeKilonzo-whenwego back anddiscoverthatnothinghashappened.Butw hy waitandwasteourtime?Wecan leam somethingonevery, PAGE 20 WhatlsCommunication? communication occasion by becoming receiversourselvesandwatchingand listening toreactionstowhatwehavejustsaidordone. WehaveFeedback(Fl.Feedback iswhatcomes back to usasa response tothe messages we send.Itmay be intheform of a question, acommentorashrugartheshoulders.Communicationismosteffective whenitis a two way process. Anda number ofsections inthismanualwill be discussingways in which wecanencourageandusefeedback,whetherin one-to-oneor group occasions. Yet, so often ourcommunication is reallymiscommunication.Something, someBlockage(B),getsin thewayofourmessllges:MBFThesquiggly linerepresentswhateveritisthatgetsinthewayofhannonyand under;jtanding.&metimcs itisrightthatthelineisthereinthemiddle-becausetheblockage willbesomeexternalfactor likethenoise of a tractor thatliterally blocks outthesoundofourvoice.Ortheheatof thesunthatdistractsand sapsenergy andattention.But ofl.en itshouldbedrawnasifintheheadofeitherthesenderor receiver or both.Thenitmightrepresenta blockage related toattitudes.Like thethoughtintheheadofanelderlymalefannerwhoisbeingaddressedby a young female extension worker: does sheknowaboutfarming?She'stheagemateof mygrand-daughters.And allsheknowsis Oritmightrepresenta simplemisunderstandingof a word. Yousay andyoumeanonly a teaspoonful. Ihearyousay butimaginea cupful.Thiscould beanimportantdifferenceifyouaretalkingaboutahannfulchemical! CIu:>pt., I PAGE 21 Soaswellaslookingattechniquesand procedures for such occasionsasfarm visiting,demonstratingand leading discussions,weshall needtolook insideourownandotherheadsandexplore a littlepsychology-ateaspoonful rather thanacupful-inorder tounderstand more clearly those thoughtsandfeelingsthatcan easily become blockagesto communic31ion. THECHARACTERISTICSOFGOOD COMMUNICATION To summarire theideas presented inthisopeningchapter-andtoestablish some basic principles which underlie allthatis said throughout thismanual-hereis a listof characteristics: 1.Good communication istheresultof clear thinking.2.Good communication has a specific purposeandcarries specific messages. 3. Good communication is adapted to theoccasion-totheneeds and interests of those receiving it. 4. Good communication utilizesanappropriate medium. 5. Good communication isgraphic-throughwords or picturesit creates clear, accurate images intheminds of those whoarcreceiving it.6.Good communicationisbased on good listening. " PAGE 22 Whatls ComnmnirotiJ:>n? I INotes PAGE 23 2TheFrontLineExtensionWorkerWORKINGWITHINTHETRAININGANDVISITSYSTEMTheTrainingandVisit system of extension (T&V) is now operating inmOTethanforty developing countriesinMrica, Asia, Europe, CentralandSouthAmerica.Itisasystemwhichemphasizes simplicity inbothobjectivesandoperation.Itprovidescontinuous feedback fromfannerstoextensionagentsandtoresearchstaff;itallows for continuousadjustmenttothe farmers' needs.lthasspreadrapidlyaroundtheworld, becauseitisseenas an effectivemeansofincreasingfannproductionandbecauseitissuch a flexibletoolatall levels of an agricultural ministry'soperation.Priarto1983,when T&Vwas introduced inKenya,theagriculturalextension service provokedmanycomplaints.It'was seenasuncoordinated and haphazard. Front-line workers were accused ofgivingouttoo many,irrelevantanduntimelymessages.Thecon nection between research andextension wastenuousandweak. Two-Way CommunicationWith T&V,you-thefront-lineworker-becomethevitallinkin achainwhichensurestwo-way communication between researchinstitutionsand fanners:" PAGE 24 Fronl-line ExtensionStaff Subiect MatterSpecialistsResearChTheFrontLineExtensionWorkerAn importantaspect of your professionalism isthat,throughregulartrainingsessions. youarcin close touchwithrelevant scientific developmentsandresearch.It is only inthiswaythatspccificrecommendations can befonnulatedwhich will be usefultofarmers intheirspecific situations. Youmusthavetheabilitytoidentify productionconstraintsinthe field and, in aswciation with your colleagues. developappropriatemeasuresto counter them. Whenthisbeginstohappen,thenyouandyourservice build credibility for yourselvesintheeyes ofthefanners.Theremaybeoccasions whennearbyfannerscanbe invitedtoview researchresultsata laboratoryorotherexperimental establishment.Also,theremay be timeswhenitisappropriateandconvenient toinvite aresearchertoa Farmers'Training Centreor someother place tomeet with a group offarmers, Mostgenerally, however,thefeedbackorflowofinform ali on between farmers and researchers mustpassthroughthe front-line extensionstaff and SubjectMatter Specialists (8MS's).ConcentrationofEffortEffective T&V ensuresa concenl.Tation of effort.Allextensionstaff carry outspedficdutiesthatcomplementandsupporttheactivitiesofstaffatotherlevels.Youyourself will be working only on agricultural-related concerns, only on those cropsand practices thatarerelevantto aparticular season in your locality. You will be workingprimarily-thoughnotexclusively-thlough a smallnumberof contact farmers whoareexperienced, skilledand re enoughtobetaken as a model byotherfarmers. ClulpUT 2 PAGE 25 Concentration should, also, be thekey faetor inyourfortnightlytrainingsessions. Attention shouldbe focused on thoseconstraintsthathave been identified inthefieldandon the major pointsgeneratedthrough research whichareofimmediate concemtofarmers.Time-Bound Activities Messages andskill,shouldbetaughttofannersin a regular, timely fashion. so thatthefanners ""ill beable tomake immediate and best useofthem. You areexpectedto visit your fanners regularly, on a fixedday eadl fortnight. Similarly, allother super visoryextension staffahouldbemaking timely and regularvisils tothe field. The should beattending monthly workshops where they discuss particularfanningconditions for specific areas. The recommendations that arefonnulaled atthese meetings arethen passed on to youatyournexttwo fortnighLly trainingsessions. Inthisway, there is a continuous exchange of relevant infonnalion related tothefanningactivitiesofyour locality. FieldOrientationFannerscan onlybeserved effectivelyifanextension service is in close contactwiththem. This contact needstobe rCb'Ulur, frequent,andon a schedule known to them.Asa front-line worker, you will have groupsoffarmers thot you visit onafixed day every two weeks. Butallotherextension staff, includingtheSMS'a, should bespendingalarge part oftheirtime in the field, also on regularscheduled visits. District-level Exten sion Officers, researchers andtrainers, mustalso go tothefield regularly iftheyaretounderstandtheproblems faced by fanners andby youinyour daily work routine.Itistoallow 8!mudl timeaspossible in thefieldthattheadministrativeand report-writingtasks arekepttoa minimumwithinthe true T&V system. Nevertheless,thehabitof keeping a dailydiaryofyourcontaets, andproblems encountered inthefield.willenable you to contribute more effectively in )'Ourtraining sessionsand to provide material forany reports that you do ha\'e towrite.By spending mostof your timeinthefield, you are pUlting yourself ina positiontounderstandthefanners'production problems and toactasthatimportantlink between thefarmersandresearch.Youwill,of course, onlybean efTecth'e linkifyou listen as muchasyou talk! " PAGE 26 TheFrontLineExtensionWorker "Let us now go on to discusswhatit takes for youto beaseffectiveas possible asbothIIsenderand receiver of messageswithinT&V_orwithinanystructurefor delivering extension messagestofann m. A COMPETENCYANALYSlS As II{ront-line agriculturalesten5ion worker, whatever systemofextension you are operatingin, YO\lrexperience canbe categorized inthree broad areas: things youknow;thingsyoucando;thingsyouthinkandfeelaboutwbatyou know anddo.These broad categoriesof experience are often referred to simplyas:KNOWLEDGE_SKI'LLS_ATTITUDESForIIsuccessful work performance, you will need whsvccompetencies in allthree categories.Each ofthe categories can bedivided, ontheonehand,intotechnicalorsubjectcompetencies; and. ontheotherhand, into communicationorsocial competencies. From your initialtraining,your in-service training,andfrom your field experience, you acquire a good deal or knowledge andskill related tothe practiceoragriculture,theconditions andproblemsoragricultural production in particular localities.You acquire knowledgeabouttheagency which employs you. aboutthe schedules oryour extension system andaboutthe organizational networksinthe community through which you work. Youthinkandreel certainthinp about Agriculture andabout Extension-y," haveanattitudetowards your c:hosen areaoractivity.Ir,inthemain.it is a positive one. then itislikelythatyou aremotivated to continually up-date and improve your prorcuional ,kills.Ir,inany respect.. yourattitude is a negative one,thenitwill beimportant ror youto reOec:t onhow you might c:haoge those Clulp<really successfulwithout the other.Thesalesmangainshis credibility from thenationaladvertising.Butfarmersollen necdthe dirl.'et contact with asalesmanbefore they actun]]y buy a product. A similarpatternholds for extension projects. Youarethe " PAGE 40 FarmersThe front-line workerneedstheadditionalsupportthatcomesfromnationalleyeleJ:posureoftheproject'sobjec-tiyes;butthefarmersstillneedthedirect dialogue withyoutoreceive precise informationandademoostrationofprocedures-andtogetyouranswerstotheirquestions.All the wehave discussed can beseen aseitherpositive or negative forces, which will havetheirinnuenceon farmer'sattitudeto adopting your recommendations. The negativeonesarethekinds of blockage which were represented by the squiggly line in the communication model presented inthe first chapter.Some of the pressure points, like media messages,areextemalfactors; some, like the concernabout risk-taking, areinthehead.Onlywhenyou arefamiUar withtherangeandeffectsofthesepressurepointscanyoubegintoachievearapportwitbyourfarmers,whichwillenableyoutoworkwiththemtopromotechange.THEADOPTIONCURVEThisanalysis points" may helpusto understand more clearly the way in which farrners---or any group ofpeople-acceptor reject new ideasandpractices.Itseemsthereis a common and rcmning patterninvolving five stages: 1.Awarenesswhen a person is fiI"!ltexposed toanewidea-by,maybe, reading a publicity leaflet or talking with a friend.2. Interest whenherelates the idea tohisown situation and his curiosity is aroused about its potential bene3.Evaluationwhenhebeginstoask questions of himself, his neighbouI"!lor the extension worker: whenhe will bemindful of the potential risks and innuencedbyboth the positive and the negative fOfen or points". 4. Trial wbenhe shows his willingness toexperiment with the ideaona small scale.S.Adoptionwhenhe takes onthe idea into his regular farm practiC!:! and beginsto argue its meritstoother people. PAGE 41 The rateatwhich fanners move through these stages will vary from individual to individual; anditwill depend on the range offactors discussed earlier in this chapter. Somefannerswillbemore exposedtonew ideas through contact with media messagesorwith whatwecalled "innuential Some may be more readyto t.ry something new because oftheir better education or financial security. Some maybereluctanttotake any risks because oftheir financial insecurityortheir loyaltytotradition. However,donot be discouraged ifsome fanners simply cannotbeconvinced to accept your recommendations. This is normal. Typi cally, the adoption process is slowatfirst. Then, over time, you should see responses to your recommendations begintodevelop apatternwhich can be diagrammedasan '"'"< <.0-j} ", 0" II w 0 ""> w Ic"N--Lllpse0' nmeThis iswhatusually happens with large groups ofpeople under nonnal circumstances. Theinnovatonarethe small percentageoffarmenwhoarequick to accept somethingnew-andwhobecome ita advocates. They will tend to have those qualities identified by Dr. Mbulaasthe ideal peQple to seleet ascontactfarmen.However, thereareothergeneral factorsthat affect a person's readinesstoaccept change. Factorsthatrelate tohowweall,ashuman beings-and asadults-actuallylearnnew information, develop new skills and acquire new attitudes. This is the subject ofthenext chapter. " PAGE 42 Farmers Notes PAGE 43 4TheLearningProcess Asanextension workeryourmostimportant role is as aneducator.The function ofaneducatoristopromote learning. Learning isaboutchange in behaviour,andhelpingtochangethe behaviour of farmers is your business. Therefore,tobeaneffective extensionworker,educatorandchangeagent, it is important tounderst ....md someofthekey factors that affeclleaming. Thefirst part ofthischapterreviewscertaingeneralpointsaboutlearning;thesecondrelatestheseconsiderations to theparticularwaysinwhich adults orientatethemselvestolearning. Both sec tionswillrefer back towhathasjustbeensaidaboutfanners.THECRUCIALCONDITIONSFORLEARNINGThisisnotthe place togodeeply intothepsychology ofleaming whathappensinsideourheadswhenweexperienceachangeinthewayweunderstandordocertainthings.Whatis more important for ourimmediatepurposes is to consider what factors make for successful learning-whatconditionsareusually present whenlearning takes place. Thesearethe factors over which weaseducators have some control.Anunderstandingof them can im prove our ability to promote effective learning. Mostofwhatcan be gleaned from textbooks onthepsychology oflearning can be summarited into six conditions:Inorderto learn, wemust:bemotivated tolearn; ready toadmit cert{lin deficienciesinourcurrentbehaviour; PAGE 44 TheLearningProcess have acleardemonstration ofwhatweare expected tolearn; have opportunities to practisethe new behaviour; receive reinforcement thatwhat we aredoing is 00"",, have available an appropriate set ofleamingmateriab. Letustake upeach oneof thesepoints inturnandrelatethemtowhat is known about thefarmers youare woOOI\&with-and towhatyou can do tomakelure theseconditions arepresentwhen youact asinstructor,demonstrator or discussiongroup leader.MotivationMotivation can be seen alafOlceeither poaitive or negative,either encouraging or dilCOuraging lomeoneto engage inlearning.Soitrelateltomany ofthe issues we were discussing intheprevious chapter: for example,thedesire for anincreased income canbe a positive motivator; conformitytotraditional practices can sometimesbea negative motivator. Thesearethefeelinglandattitudesafannermaybring with him when heattendsoneofyour field days or when he visits your farm. But, of course,these feelingsandattitudes will be alTeeted bywhatyouyourselfdo onthese occasions. Yourappmachto afarmerwill beeithera positiveora negative influence. U youpresentrelevantinformation,if your deli very ilcoherentandemphatic,then the farmer'1interestwillbe aroused andmain tained. Butifwhatis said isnotrelevantto hisneeds and if your deliveryistoocomplicatedordull,thenhis enthusiasmcan beblunted. A politively motivatedfanner can be tome-""f/ooI r-4""'" ......"'=utilyt!I'."""6'........,..... ...S.'P<>Wf.1(IUriu_-tryto sketchanoutline planofyour talk beforefirstnotingwhatideas you have onthe subject-then youarelikelytogetstuck.Youmayconstructdraft afterdraft., fillawastepaperbasket with crumpledbitsofpaper -and stillnothave thebasisfor your shorttalk!EmphasisinPresentationA talk can include onlyrelevantpoints;it can be lXIherently structured-anditcanbe very dull. This bringsustothethirdprincipleof emphasis. How can wemakea talk come alive?Howcanweensurethatithasimpactonouraudience? A lot will depend on how you use your voiceandyour body in delivery. Thesepoints willbe takenup laterinthe chapter. Butinthe planning stageyou will needto consider whetheritwould be a good ideatoincludeanypicturesormodels in your presentation. Because emphasisis often achievedthroughillustrationsand concrete examples. Imagine tryingto describe a bicycle to a child whohasnever seen one. Howmanywords wouldittaketodothejob? And wouldthechild have a clear pictureinhis head when you finished? How much more effectivetoshowhim one-to have a bicycle you could jumponandride beforehis eyes! Andifnotanactualbicycle,thena pictureofone.Thekey factor isthatthemoreconcreteyourpresentation, thegreater theclarityandimpact.So if you aretalking about the difference between newandtraditional storagestructures,thenshowit.Ifyou aretrying toestablishtheadvantagesof preservingCiI4pkr 7 PAGE 87 sound maize,thenshow the difference in Quality between properly stored maize (harvested, dried and treated) andimproperly slared maize. Show the relative weightsofeach .Pr: SID'"'"M.Iz. NOTESJusta wordaboutnotes.Ifyouarevery familiar with the topic and a practiced speaker, youmightneedno notes atall. Even so. it is usuallya goodideato haveanoutline ofthemain points withyou eventhemost elplcr7 PAGE 89 "Proposeasolution"Hereyou present, in summary, yourownsolution-in this case, the range of post-harvestmanagementprocedures and storage structuresbeing recommendedby the project: harvesting early; usingan adapted traditionalbasketor raised crib; cleaningandstoring procedures; shellingandtreating the stored grain."Demonstratetheeffectivenessortheproposedsolution"Takingeachmain topic intum,you give examples of the savings tobemade by the new systems andprocesses: decreases in field lossesand increases in grain harvested; higher quality ofthegrain in store; improved health; increased income. You have now gone some way in the processof persuasion-youhave given somereasons. l\1any advertisementsor political spee<:hes stopat thisstage-with assertionsoftheadvantages ofwhatis being proposed: "Buythisdawaanditwill quickly cure all your aches and pains!" "Vote formeand I willensuredevelopment in this arcamore roads, more water, more schools.....Buttobereallyconvincing you need togotwo stages further and explore the questionsandreservationsthatmightbestill intheminds of your listeners."Consideralternativestotheproposedsolution"Onesetofquestions will relatetopractices otherthanthoseinthe recommendations. Questions like: PAGE 90 GivingaTalk the store Iandmy ancestors have been using for is wrong with usingash to preserve the stored The experiencedandsuccessful persuaders think about whatalternativesolutions could be raisedandbuildtheiranswers into their presentation."Demonstratethatanylikelycriticismsoftheproposedsolution are eitherinvalidor are outweighedbytheadvantages"This is the most difficultbutalsothemost essential stageinthepersuasion process.Itis where you exploreanydoubts there mightbeaboutthesolution youareputtingforward. Forifyourmembers of your audiencegoaway with doubts intheirminds, you certainlyhaven'tpersuaded them. Yourtaskistoshowthatcertain possible criticisms havenoweight. For example, someone mightbe con cernedthatthemore open-weavestructuresyouarerecommend ing wouldletintherainandcause moulds. You could counter thisbytalking aboutthescreening effectofthe overhangingroof-andpointoutthatany maize in the lower part ofthestore would quickly dryoutagain because ofthe ease with whichthewind blows through. Sometimes a criticismhastobeadmittedasa valid one and therefore a disadvantageofyour solution. Here, yourtaskis to showthatthisdisadvantage is outweighed bytheadvantages. For example, the expense of constructing a crib oradaptinga trodi basketis a disadvantagethatneedstobetakenup.Youcan pointtothevery small costofraisingandrat-proofing a basket, whenthenecessary materials can befound around a typical compound.AJso,you could pointoutthefinancial savings tobemade, witheitherconstruction,thatwill over a period well outstripanyinitial outlay. "Restate theproposedsolution"The finalstage-themost emphaticmoment-iswhen you restate yourmainpointsanddrive home the key advantages. Also, given the occasion for ouriltustration-anintroductory talk ata baraza-you couldgoontoexplain how the farmers would be welcome toattendthe forthcoming field sothatthey could see in more detailthestructuresthatarebeing recom mended. C,",pUr 7 PAGE 91 lftheytakethis action-ifyou see thematthedemonstrations, orifthey contact you for furtherinfonnation, then you know you have already encouraged them alongtothe stage on theroute to In fact the persuasionstrategyoutlined here does mirrorwhat it takestomove people throughthe stages of the Adoption Curve" described in ChapterThree. This is astrategyforplanning presentations thatyouwillfind you can use on manyoccasions-in talks,staff groups, semi nars or even in written reports. Itshould prove useful whenever youwant toargue a case,atthestage where you have assessed for yourself the evidenceandwantto present your views inthemost persuasive manner.Nowwehave considered aspects relatedtoplanning a talk, letustum tofactors which will affect its delivery. SETIING THECLIMATE !fthegroup youareaddressing is coming togetherforthefirsttime,anditisnota large gathering,thenitis advisable to begin withaninformal introductory session. Such a session is sometimes called The purpose is to putpeopleattheirease,andallow you to establishaninitial rapport with the group.Startby introducingyourself-alittle bit of your background and yourmainreason for talking to themonthisoccasion. Make thisas light andrelaxedaspossible.Ifyou can makeajokeabout yourself.thenfine. Thenask membersto introduce themselves.But remember thatsome people aTeshy of speaking in public. This informal round of brief introductions will help the shyer ones tofeelmore free to contribute later. This isa topicwewill exploreinmore detailinChapterNine, which is concerned with facilitating group discus sions.Onoccasions when youarethemain speaker,itwill be enoughthatpeople give theirnamesandperhaps where theyarefrom. Addi tionally, sometimesitmight be productive to askinthis beginning phase ifpeople have some specific topics relatedtoyour themethatthey would like you to takeupinyOUTtalk. All this encourages aninterestinwhatyou have to say, gets your audience involved and makesit easier for themto askquestions when you have finished your talk. " PAGE 92 GivingaTalk Ifyoucan establish a goodrapportwithyour gToup atthisstage,thenthegreaterthechancethattheywil1listcnattentivelytowhatyouhave to sayandwill be ready tobringoutanypointswhich,ifnotdeclared,mayotherwise stay intheirmindsandpreventthemfrom acceptingoractingontheideas youputacross.orcourse,therewillbemanytimeswhen youarcnot"in charge"oftheproceedings,andyouwillwantto fit in withthe group'sestablished waysofdoingthings.!fyouarcspeakingto a women's group, for example,thatnormallyoperateswith fannal committeeprocedures,itwouldbeinsensitiveandcounter-productivetotrytobreakdowntheformalitiesandimposeyourown different proce dures. However, whenit comes toyourtumtoaddressthegroup,itwill stillbeimportanttointroduce yourtopicina way which reduces any tensionthere may be andencouragestheir p:Jrtici pntion,APPEARANCE Thefirst impression youmakeon your audienceis oftenthemost importantone! Ifyouare fi(!W to a group, you willbejudgedfirstonhow youlook.Therefore,itis as wellto appearneat..--not necessarilysmnrt,butneat!How formally youdresswill depend,ofcourse, ontheoccasion.Butwhateverthe occasion, to be wearingcrumpledor slaincd clothesindicatesa laCk ofseriousnessinyourapproach, a lackof respect foryouraudience. AJso, it issurprising how thewayyoudresscan effect yourown confidence. Evenifyou feel very nervousaboutthe task you face,ifyou lookthepart,you have wonhalfofthebattlewithyourown nerves!Theway you hold yourselfwilJbeimportanttoo. Notstiffiy,butnotslouchingeither.!fyoucantakeanuprightandyetrelaxed stance, then fine. Ideally, everymovementyoumakeshouldheintunewithwhatyouaresaying.Ifyou walk forwnrd,iOsto emphasize a point. If yousitdown,itisto invite contributionsfromthe group. Trytoavoidunnecessary movements-pacing upanddownorreading with headbentovernotes-forsuchthingstendtodistracttheaudienceandserveonlytoblock off yourmessagesfromgettingthrough. Clu>.pUr 1 PAGE 93 GESTURES Theway you use geslureswiU depend onthesituation.Onlyifthe groupislargewillthe .weeping,"dramatic gestures beatallappropriate.Inamaller, moreintimate groups, morenaturalandlubtle gesture.arecalled for.And the lameasfor whole-bodymovementa.eacbrestureshould be purposeful and used deliber atelytoemphasize yoW' points: raising.fingertoindicate caution; raisin&'.clenched fiat for determination; claspinghandstogethertosymboliuco-operation ... ...andeoon.BUla raisedfingerto indi cate caution here! UnlessIUch gesturelcometoyounaturally-oryouarewellpracticed-theycanappear () woodenor "stagy". Remember ,\,0 the advice atthebeginningofthis i:TiMIN"chapter: makelureto lind your ownstyle,anddowhatseemsrightfor you.However, we can trytoavoidtheundesirablegelture.thatare uncontrolled and oftenunconscious-thejingling of coins ina pocket.,theacrat.ehing ofan ear-thelION ofmovement thatdistrad anddonothelpUItoget across toouraudience.THE EYES The way you use yoW' eyes willhavea greatbearing onhow effective you are.. a speaker. Just thinkwhat a hypoowtcanaehi.eve mAinly through thewayhe useshiseyulThe key factoritcoatact.Makesure you lookat your audiencewhile you talk..No-onewillappearoonvincingwho looks downat hisnotes moatofthetimeoroutofthewindoworevenabove hisaudience'sheads. You can't lookat each memberofthe group allthetime,but youcanfix a midwaypoint., and occasionallythegroupmembera fromthere. PAGE 94 GivingaTalkMorethananythingelse,ifyou canmakethiskindof contact youwillcommandattention to whatyouaresaying.THEVQICEWhenwespeaktoalarge group weadoptamannerofspeakingthatis different fromoureverydayconversations. We need tospeaklouder(withoutshouting), slower (though not too slowly)andwechooseourwords with greater care.Oneofthebiggest errors aspeakercanmakeistospeakso softlythathis audiencecannothearhimproperly.Thinkofthelossinyoureffectiveness ifmore than balf ofwbatyousay cannot bebeard.Ifyou do not apeak loudlyandclearly enough, youarewastingbothyourownandyouraudience'stime.Furthennore,your audience will lasepatiencewithyou,losetheirinterestinyour subje<:t-and will notbekeentoattendyournext meeting!WordsSpobn Sonly DoNOlRuthH'MM,{IjSpeak"Ju,d;.n'"WordsSpobnLoudlyand.CleadlR.ach IheAudlmce A simplebuteffective device is to make sure you askatthebeginning of a presentation, "Can youhearmeatthe bstk?Butvarietyindelivery isthekeynoteofa good public speaker. Toarouseandkeepattentionyou need tovarythevolume, toneandthepaceofyourdelivery. Again,thesevariationsshouldbepur poseful-they shouldarisefromthe meaning ofwhatyou are saying. You strike onlythekey words; you heightenthetone whenthereisan urgency in your message; you slowthepace when youwantevery wordtoworkintheearsofyowlisteners. Clt(,pI.r 7 PAGE 95 THE BASIC QUALITIESOF EFFECTIVESPEAKINGAs awayof concluding this section ondelivery,letusconliderthree qualitiesthat are found in successful speakingperformanoes:CONFIDENCECONTACT IMPACT ConlldenceinPerformance All goodspeaken appear confident.--