Extension Program Development PDF

Extension Program Development Unit 1: Education & Extension Education  'Extension” derived from the Latin root 'ex'meaning ‘out’ and 'tensio' meaning stretching. Education is the process of facilitating learning or acquis...

Extension Program Development Unit 1: Education & Extension Education  'Extension” derived from the Latin root 'ex'meaning ‘out’ and 'tensio' meaning stretching. Education is the process of facilitating learning or acquisition of knowledge, skill values and habits.  Education as process of bringing desirable change into the behavior of human being. Behavioral Change such as: Knowledge Skil Practic Attitu ls es de Types of Education 1. Formal Education Refers to a structured, systematic, and intentional process of learning that takes place in a designated institution, such as a school, college, or university.  Planned curriculum  Qualified teachers  Assessment and  evaluation Certification or degrees  Observes strict discipline 2. Informal Education Is a life long process in which person's knowledge, skill, attitude and insight from daily experiences and exposure to the endearment at home. 3. Non formal Education It is designed to meet specific learning needs and goals, and it often involves adult education programs, vocational training, and community-based learning activities.  The word 'extension' came to be used originally in USA during 1914. In the Philippines, 'extension’ was used during 1565. Extension signifies an out of school system of education. (Ensminger,1957) (Leagans,1961). Extension is education and Is the process of that its purpose teaching rural is to change people how to live attitude and better by learning practices of the ways to improve people with their farm, home whom the work and community is to change. institutions. Principle of Extension Education 1. Principle of peoples need and interest. 2. Principle of grassroot level organization. 3. Principle of cultural difference 4. Principle of cooperation and people’s participation 5. Principle of 9. Principle of cultural change leadership 10. Principle of whole 6. Principle of family Learning by doing 11. Principle of 7. Principle of trained evaluation 12. Principle of satisfaction specialist 8. Principle of adaptability in 13. Principle of Indigenous use of extension teaching Knowledge methods Extension Educational Process 1st Step: Collection of facts and analysis of the situation. Facts about the people and their enterprises. may be obtained by appropriate survey and establishing rapport with the people Example: 1st Step: after a survey in a community and analysis of the data, the problem was identified as low income of the farm family from their crop production enterprise. Extension Educational Process 1st Step: The responses obtained are to be analyzed with the local people to identify the problems and resources available in the community. Extension Educational Process 2nd Step: Deciding on realistic objectives which may be accomplished by the community Limited number of objectives should be selected by involving the local people The objectives should be specific and clearly stated, and on completion should bring satisfaction to the community Objectives should state the behavioral changes in people. Example: 2nd Step: the problem was identified as low income from the crop production enterprise. A deeper probe into the date revealed that low income was due to low yield of crops,which was attributed to the use of local seeds with lowyield potential, application of little fertilizer and lack of protection measures Extension Educational Process 3rd Step: involves choosing what should be taught and how the people should be taught the methods and aids to be used. The objectives should be specific and clearly stated, and on completion should bring satisfaction to the community Example: 3rd Step: Based on the problems identified in the particular technologies like use of HYV seeds, application of fertilizer and plant protection chemicals were selected as teaching content.  Result demonstration, method demonstration, farmers' training and farm publications were chosen as teaching methods, and tape recorder and slides were selected as Extension Educational Process 4th Step: evaluating the teaching determining the extent to which the objectives have been reached. To evaluate the results of an educational programme objectively, it is desirable to conduct a re-survey Example: 4th Step: the re-survey after the fixed period of time, indicated that the crop yield had increased by 10 percent. It, therefore, indicated that there was a gap of 10 percent in crop yield in comparison to the target (objective) of 20 per cent fixed earlier. The re-survey also indicated that there had been two important deficiencies in carrying out was lack of proper water management and the farmers could not apply the fertilizer and plant protection chemicals as per recommendation due to lack of funds. Extension Educational Process 5th Step: The fifth step is re-consideration of the entire extension educational programme on the light of theidentified problems results ofinevaluation. the process of evaluation may become the starting point for the next phase of the extension educational programme, unless new problems have developed or 5th Steps: For example, they were training the farmers on proper water management practices and putting up demonstrations on water management. The people were also advised to contact the banks for obtaining production credit in time to purchase critical inputs. Unit 2: Extension Programme Planning  The first step in any systematic attempt to promote rural useful programmes development is to prepare based on people needs. Lawrence (1962) is a statement of situation, objective, problems and solutions. It is relatively permanent but requires constant revision. Leagans (1961) Is a set of clearly defined, consciously conceived objectives or ends, derived from an adequate analysis of the situation, which are to be achieved through extension teaching activity. Kelsey and Hearne (1967) Is the sum total of all the activities and undertakings of a county extension services. It includes: (i) programme planning process (ii)written programme statement (iii)plan of work (iv)programme execution (v)results and (vi)evaluation. Programme Planning Critical Analysis of Existing Problems Evaluation of available best alternatives Solve problems by cooperative for growth and development of rural people  Programme Planning 1 Programme is a written statement which describes proposed developmental activities, the problems they address, the actions , and resources required. 2 Planning A process involving studying the past and present to forecast the future and determine goals. 3 Plan Plan is schedule of development work outlining different activities in a specific period.  Programme Planning 4 Problem It refers to a situation, condition, or issue that is yet unresolved and after study people decided need to change it. 5 Solution a course of proposed action to change an unsatisfactory condition to one that is more satisfying. 6 Project It is a specification of work to be done or procedures to be followed in order to accomplish a particular objective.  Programme Planning 7 Plan of work It is an outline of activities so arranged as to enable efficient execution of the programme. The plan of work indicates what, who, how and when the activities will carried out 8 Calendar of Work Is a plan of activities to be undertaken in a particular time sequence.  Key Concepts in Programme Planning Aims Objectives Goals Generalized and broad Expressions of ends The distance in any given statements of directions towards which efforts direction one expects to with respect to given are directed. go during a given period of activities. time. Objectives of Programme  is to influence people to transform their life in better way. Principles of Extension Programme Planning 1. Extension programmes should be based on an analysis of the past experiences , present situation and future 2. needs.programmes should have Extension clear and significant objectives, which could satisfy important needs of the 3. Extension programmes should fix people. up priority on the basis of available resources andprogrammes 4. Extension time. should clearly indicate the availability and utilization 5. Extension programmes should have a general agreement at various levels. 6. Extension programmes should involve people at the local level 7. Extension programmes should involve relevant institutions and organization. 8. Extension programme should have definite plan of work. 9. Extension programme should provide evaluation of results and reconsideration of the programme. 10. Extension programmes should provide for equitable distribution of benefits among the members of the community. Steps in Extension Programme Planning Process 1. Collection of facts 2. Analysis of the situation 3. Identification of problems 4. Determination of objectives 5. Developing the plan of work 6. Execution of the plan of work 7. Evaluation 8. Reconsideration Unit 3: Needs Assessment  What Is a Needs Assessment? Determines what programs and services your community needs.  What needs exist in the community.  What group (who) needs the services.  What other programs and services already exist to  Howaddress the user thecommunity problem. is changing.  Whether resources are adequate. Steps in the Needs Assessment 1. Who will conduct the study 2. What kind of information needs to be 3. Howcollected the information will be collected 4. How the information will be used The following should be included in the needs assessment process: 1. An overview of your community. 2. A profile of the population you intend 3. to serve Current capacity of local service providers. 4. Unmet needs. 5. Relevant services needed by your target population.  Have expertise in conducting Outside consultants research studies Provide objectivity in the needs assessment process by offering an  outsider’s view. The primary disadvantage of using outside consultants is the cost.  Consultants are expensive  Using  Volunteers don’t cost anything volunteers from  Disadvantage: May the community present a biased interpretation of what  the community needs. it is important to select volunteers who reflect a broad cross-section of the community.  Categories of information you may be interested in collecting include: 1.Historical development: Help you understand how the community became what it is today and to provide insight into the kinds of resources you need to collect and those that you need to and 2. Geographical weed out transportation information: To help you understand your community’s growth patterns and population distribution.  3. Demographic data: To help you recognize which groups make up the popu lation of your community, identify population distribution changes, and collect information such as age, characteristics, size, race and transience of the 4. Economic population data: To help you identify your community’s economic base.  Ways to Conduct a Needs Assessment: Choosing the Approach Community Forums and Hearings  A means of collecting information about the needs of the community through a series of public meetings. They may rely on information from both key inform ants and people in the general population. Advantages:  Easy to arrange. Least expensive approach. Educates attendees. Describes needs to public to obtain validation.  Allows citizen input.  Data easily available at low cost. Disadvantages: Attendees may not represent the population in need of services. Attendees’ perceptions of need may be incorrect. Can turn into a “gripe” session. Can raise expectations too high Social Indicators Advantages:  An approach to data collection that relies  Vast existing data on inferences, estimates of need pools. drawn from  Low cost. descriptive data  Flexible design. found in public  Foundation on which records, and reports to build other needs such as crime assessments. statistics, employment, poverty indicators Disadvantages:  Must verify with other evidence that need really exists.  Data are only indirect measures of need.  Personal or class bias of researchers can be introduced.  Few indicator series have been developed;  specialized staff skills are required to create them. Service Provider Surveys A survey of those who actually provide services to a population in your community Helps identify discrepancies between the services currently provided and the actual needs of the community or target population Key Informant Surveys This research activity collects information from those who are not participants in the service delivery system but who represent and speak for various constituencies in the community. Surveys Research technique based on a collection of data from a sample or the entire population of a community. This approach is designed to obtain information from respondents about their needs Unit 4: Empathy Journey What is the Empathy Journey? EMPATHY The action of understanding, being aware of, being sensitive to, and vicariously experiencing the feelings, thoughts, and experience of another either the past or present without having the feelings, thoughts, and experience fully communicated in an objectively explicit manner. Empathy Journey  It involves understanding the experiences, emotions, and needs of the target audience to design programs that are relevant and impactful. Customer-centric design  This approach places the customer at the heart of the product or service development process.. It focuses on understanding and addressing the end users' needs, wants, and limitations to create solutions that provide the best possible experience  Importance of the Empathy Journey 1. Enhanced Understanding  Gain a deeper understanding of the challenges and needs of their audience. 2. Improved Program Design  Address the real issues faced by the community, leading to higher engagement and success rates. 3. Building Trust:  Build trust between extension workers and the community, fostering a collaborative environment.  5. Use the insights gained to Obs design or modify extension erv a ti o programs that are tailored to n the community’s needs es ign 1. Spend time observing D the community to EMPATHY 4. Analyze the data understand their daily routines, challenges, JOURNEY collected to identify and interactions common pain points, needs, and n t m e An opportunities for ge a ly improvement ga s is E n Mapping 2. Engage with 3. Create a journey map Journey community members that outlines the steps through interviews, and emotional states of surveys, and focus groups the community to gather insights into members as they their experiences and interact with the Focus Questions (Templates courtesy of Behavior-centered Design User Booklet)  Multiple Methods Multiple Methods A-DAY-IN- 5 WHYS USER EMPATHY THE-LIFE METHOD JOURNEY MAPPING METHOD MAPPING A-Day-in- the-Life Method A-Day-in-the-Life Method An ethnographic study where the researcher follows and observes a user through a typical day to understand the routine and typical activities of a user that the user performs by mere habit and that the user would perform subconsciously.  Pioneered by Toyota Motors An interrogative method to explore the cause and 5 Whys effect underlying a specific Method problem By asking 5 Whys, one can get to the root cause of the problem and design an appropriate solution Uses of 5 Whys Determine what’s important from the user’s/customer’s/stakeholder’s viewpoint. Explore why users/customers/stakeholders think, feel and do what they do. Analyze the information. User Journe y Mappin g Journey Map a visualization of the process that a person goes through in order to accomplish a goal. In its most basic form, journey mapping starts by compiling a series of user actions into a timeline. Next, the timeline is fleshed out with user thoughts and emotions in order to create a narrative. This narrative is condensed and polished, ultimately leading to a visualization. Benefits of Journey Mapping 1. Switching perspectives Empathy: supposed to foster empathy and help service designers put themselves into the shoes of a user. Awareness: creates awareness of why users do all the things they do and to resist the temptation of building something because it’s feasible, not because it’s needed that way. 2. Aligned understanding By being involved in the process, a shared vision is created 3. Seeing the big picture Helps to step back from the day-to-day and see the bigger picture, where your work fits in, and where assumptions about the majority of users were wrong. 4. Uncovering blind spots and opportunities gives a structured and comprehensive overview of which user needs are already tackled by your service and which ones are either underserved or solved with other tools and touchpoints. Which moments of truth do not get enough attention yet? These are the opportunities and blind spots you can work on in the future. User / Customer Journey Mapping  Elements of a User Journey Map Phases: Key phases (or ‘stages’) start when users begin to access your services Jobs to be done: ‘Jobs to be done’ (JTBD) framework helps you distinguish better between the actual goal of a user vs. the tasks required to get there. Phrase your JTBD as verb + object + context. Needs and pains: Users have needs and pains every step along the journey. Use this section to collect the most important needs and potential pains Phrase pains and needs as I- or me-statements from the user perspective Which are the pains and needs that are so severe that, if not solved, they can become real deal-breakers for your service? On the last point, such deal-breaker and dealmaker situations, or ‘moments of truth’, require particular attention in your product decisions and could be visually highlighted in your journey. Emotional curve: It visualizes how happy or frustrated users are at certain stages of their journey. Emojis are commonly used to make it Small-scale farmer managing a barely subsistence level seaweed farming trying to make it profitable “seedlings are “we are expensive” helping each “Lisod kayo!” other make money!” Opportunities: Value chain upgrading Day in the Life Of 5 (DILO) Metho Whys d + Metho d User Journey Map =  MECHANIC EMPATHY/USER JOURNEY MAP S Identify the target client you want to empathize or (SAMPLE OUTPUT) investigate for a specific problem related to Agri Fishery extension services/improvement of KASP/adoption of technologies, and the clients’ goal. Document photos/draw the target client at different processes/stages/activities from beginning to end of their task/job/activity. Identify blind spots, good/bright spots, weak/pain points and gains. What are the surprising things that the target clients are doing? Capture exact quotations or statement/words (verbatim) used by the target clients at each phase. Add emoticons/emojis – ask the users how they feel at each phase/process (where are the best or worst moments?). This would add emotions and feelings to the story. From the bright and pain points identified, assess what are the opportunities – how do we leverage the Empat hy Mappi ng Empathy Map An empathy map is a collaborative visualization used to articulate what we know about a particular type of user. It externalizes knowledge about users in order to: 1. Create a shared understanding of user needs 2. Aid in decision making Process of Empathy Mapping 1.Define scope and goals a.What user or persona will you map? Will you map a persona or an individual user? Always start with a 1:1 mapping (1 user/persona per empathy map). This means that, if you have multiple personas, there should be an empathy map for each. b.Define your primary purpose for empathy mapping. Is it to align the team on your user? If so, be sure everyone is present during the empathy-mapping activity. Is it to analyze an interview transcript? If so, set a clear scope and timebox your effort to ensure you have time to map multiple user interviews. 2.Gather materials Your purpose should dictate the medium you use to create an empathy map. If you will be working with an entire team, have a large whiteboard, sticky notes, and markers readily available. (The outcome will look somewhat like the illustration above.) If empathy mapping alone, create a system that works for you. The easier to share out with the rest of the team, the better. 3.Collect research Gather the research you will be using to fuel your empathy map. Empathy mapping is a qualitative method, so you will need qualitative inputs: user interviews, field studies, diary studies, listening sessions, or qualitative surveys. Process of Empathy Mapping 4.Individually generate sticky notes for each quadrant Once you have research inputs, you can proceed to mapping as a team. In the beginning, everybody should read through the research individually. As each team member digests the data, they can fill out sticky notes that align to the four quadrants. Next, team members can add their notes to the map on the whiteboard. 5.Converge to cluster and synthesize In this step, the team moves through the stickies on the board collaboratively and clusters similar notes that belong to the same quadrant. Name your clusters with themes that represent each group (for example, “validation from others” or “research”). Repeat themes in each quadrant if necessary. The activity of clustering facilitates discussion and alignment — the goal being to arrive at a shared understanding of your user by all team members. Once your empathy map is clustered, you can begin to vocalize and align as a team on your findings. What outliers (or data points that did not fit in any cluster) are there? What themes were repeated in all the quadrants? What themes only exist in one quadrant? What gaps exist in our understanding? 6.Polish and plan Benefits of Empathy Mapping Capture who a user or persona is. The empathy- mapping process helps distill and categorize your used to: knowledge of the user into one place. It can be Categorize and make sense of qualitative research (research notes, survey answers, user-interview transcripts) Discover gaps in your current knowledge and identify the types of research needed to address it. A sparse empathy map indicates that more research needs to be done. Create personas by aligning and grouping empathy maps covering individual users Communicate a user or persona to others: An empathy map is a quick, digestible way to illustrate user attitudes and behaviors. Once created, it should act as a source of truth throughout a project and protect it from bias or unfounded assumptions. Empathy Map Insights Generation  Identify the problem that impacts your AFE program? Identify the actor that has effect or impacted by the problem? Next Conduct an empathy session Process and draw insights from the Steps empathy session Present the Target Actor Persona and Empathy Map during the strategic planning workshop The Says quadrant contains what the user says out loud in an interview or some other usability study. Ideally, it contains verbatim and direct quotes from research. “I am allegiant to Delta because I never have a bad experience.” “I want something reliable.” “I don’t understand what to do from here.” The Thinks quadrant captures what the user is thinking throughout the experience. Ask yourself (from the qualitative research gathered): what occupies the user’s thoughts? What matters to the user? It is possible to have the same content in both Says and Thinks. However, pay special attention to what users think, but may not be willing to vocalize. Try to understand why they are reluctant to share — are they unsure, self- conscious, polite, or afraid to tell others something? “This is really annoying.” The Does quadrant encloses the actions the user takes. From the research, what does the user physically do? How does the user go about doing it? Refreshes page several times. Shops around to compare prices. The Feels quadrant is the user’s emotional state, often represented as an adjective plus a short sentence for context. Ask yourself: what worries the user? What does the user get excited about? How does the user feel about the experience? Impatient: pages load too slowly Confused: too many contradictory prices Worried: they are doing something wrong Thank you!