Extension Methodology

1
Extension Methodology

• New Mexico State University
• IAER Project July 2007

2
Part IV - Developing Extension Programs
3
An Extension Program is

• The product resulting from all activities in
  which a professional educator and learner are
  involved
• A statement of situation, problems, objectives,
  and solutions
• Relatively permanent but requires constant
  revision
• The basis for extension plans

4
So what is a project?

• A planned and implemented activity that relates
  to a particular phase of extension work. Is
  usually only one part of a program.

5
Extension Programming

• Has three main components or processes that are
  linked in specific ways
• Planning includes identification of goals,
  determining needs, setting program priorities,
  identification of audiences, and development of
  program objectives
• Design and implementation (part V) includes
  selection and development of program content,
  selection and/or development of program delivery
  methods and materials, and creation of timelines
  for implementation and evaluation
• Evaluation (part VI) includes measuring program
  progress, impact, and success

6
Plan of Work

• An outline of activities so arranged as to enable
  efficient execution of the entire program. It
  answers the questions of how, when, where, why,
  and by whom the work is to be done. A formalized
  plan of work process is used in most systems to
  promote planning and commit plans to paper.

7
Extension Program Objectives

• The fundamental objective of all extension work
  is the development of people.
• Extension programs must have a list of specific
  working objectives.
• Objectives must provide direction for the
  intended audience.
• Provide assistance in traveling those directions.
• Most extension objectives have economic or social
  outcomes resulting from the desired educational
  change.

8
Extension Program Objectives

• Extension objectives must be educational
• Does the activity result in changed behavior?
• Behavioral changes can be classified as
• Changes in knowledge
• Changes in skills
• Changes in attitudes
• a. Sensitiveness
• b. Personal, social adjustment
• c. Philosophy of life
• d. Appreciation

9
Defining Objectives

• It is difficult to measure progress without a
  well-defined objective
• What does increased yield mean?
• What does farmers mean?
• What does adopt mean?
• What does influence mean?
• Defining such terms is important for a meaningful
  objective. Throughout extension's history
  undefined objectives have been one of the biggest
  mistakes of educators.

10
Criteria for Judging the Usefulness of Objectives

• Several tests may be used to judge the usefulness
  of objectives
• Are they dynamic? Are they likely to promote
  action?
• Are they socially desirable? Will they lead
  toward the general aims of the program?
• Are they achievable with the level of development
  of the group and permitted by available
  resources?
• Are they developmental? Will they lead to higher
  levels of achievement?
• Can they be defined in terms of behavior or
  changes in people?
• Can they be evaluated? Are they measurable? Can
  evidence of actual progress of individuals be
  measured?
• Are they specific?

11
Building Extension Programs

• Local, state, and national programs or policies
  all influence sound programs in the local area.

12
Building Extension Programs Historical
Experience

• In the early days extension programs were
  predetermined, and clientele received what was
  offered by the pioneer extension agents.
• Later, extension leaders realize clientele should
  be involved.
• They were made a party to planning
• Projects were selected on the basis of issues
  identified by local people.
• Programs were coordinated by county committees
• For the first time, clientele had the opportunity
  to collectively study and plan action

13
Building Extension Programs Historical
Experience

• Problems resulted from this project oriented
  approach
• Too many community programs.
• Overload on county agents.
• Too many areas of work.
• Spent time and energy on problems that were not
  of vital importance.
• Clientele leadership was not sufficiently
  developed.
• A system for agents experienced in selecting
  clientele leaders and training them was not
  sufficiently developed.

14
Building Extension Programs Historical
Experience

• Today we realize
• Clientele issues are changing constantly.
• Extension programs should be designed to help
  make the necessary adjustments quickly and
  effectively.
• Social and economic situations must be
  understood.
• National and international situations and trends
  must be considered.
• There is much more information available from the
  census, planning boards, farm accounts, surveys,
  and the like, which require organization,
  analysis, and interpretation.
• Extension programs must be more extensive than a
  mere list of proposed workshops and
  demonstrations.

15
Principles of Program Building

• Sound extension program building
• Is based on analysis of the facts in a situation.
• Addresses problems based on needs.
• Determines objectives and solutions.
• Has permanence with flexibility.
• Has balance with emphasis.

16
Principles of Program Building cont.

• Provides for a definite plan of work.
• People to be reached
• Goals, dates, and places
• Teaching procedures to be followed
• Duties, training, and recognition of volunteer
  leaders
• Part to be played by extension personnel
• Part to be played by other groups and agencies
• Plans for measuring results

17
Principles of Program Building cont.

• Is a continuous process.
• Is a teaching process.
• Is a coordinated process.
• Provides for evaluation of results.

18
The Role of Extension Workers

• The director, supervisors, field staff, and
  specialists all have roles in program development
  which include
• To assemble, relate, and analyze facts.
• To help determine objectives.
• To study the wants and needs of people, determine
  basic problems affecting communities, and deal
  with special interests.
• To determine practical solutions to problems,
  and/or answers to wants and needs.
• To help decide which problems need immediate
  attention.
• To train staff.
• To evaluate results.
• To publish and distribute information.

19
The Supervisors Role

• Supervisors should work with both local educators
  and specialists. They should initiate program
  development and help educators, clientele, and
  specialists in carrying out this process.
  Specific roles are
• To teach educators the most effective methods of
  program building.
• To help educators plan and arrange opportunities
  for the complete program to be reviewed and
  discussed by all organized groups in the local
  area.

20
The Specialists Role

• To provide effective educational leadership in a
  subject-matter field.
• To aid the supervisor and educator in the
  procedural work.
• To solve problems in ways that are scientific as
  well as practical, economical, and easy to apply.
  
• To develop teaching methods and materials
  appropriate to subject.
• To assist in acquiring resources for programs.

21
The Specialists Role cont.

• Be competent in all extension teaching methods.
• To train the field staff and to provide
  assistance and materials for use by workers and
  leaders.
• To prepare research findings for use by
  clientele.
• To help the local educators to execute the
  policies and procedures of administrators and
  supervisors in the field.
• In short, they are the key people that help put
  science into practice.

22
Local Extension Workers Role

• To be an organizer and teacher.
• To help leaders and people analyze the situation.
• Relay needs and other situational information to
  supervisors and specialists.
• To decide upon needed improvements.
• To help determine what should be accomplished.

23
An Example of Holistic Program Planning

• See text Individual Farm and Home Planning

24
Discussion Questions

• What are the key reasons for setting program
  priorities?
• How can an extension educator involve people from
  the community in the program planning process?
• Identify the types of information useful in
  program planning and where and extension educator
  might obtain it.
• What are the principal barriers to effective
  program planning?