Have you hesitated to collect information to avoid placing a burden on respondents? Have you been concerned about the representativeness of your data because so many people refused to cooperate? Did you ever wonder whether you could make your research more participatory and more fun? This paper discusses a method developed to address these three challenges. It is believed that dot posters represent a quick, inexpensive and reliable method for collecting information.

Over a three-month period in 1998, dot posters were used as a primary research tool for conducting consumer research at three farmers' markets in Oregon. The research effort was initiated because little was known about the economic and social functions of the markets. Three classic data collection techniques were considered and rejected: face-to-face interviews (high personnel requirements), mail-back surveys distributed in the market (insufficient response rate), and random mail survey (not adequately targeted at farmers' market shoppers). Beyond these practical problems, none of these three approaches provides a fun and participatory research experience.

A new method was developed that achieved excellent results for response rate, data reliability, and participant satisfaction. In terms of nuts and bolts this is what was done. The authors first carefully crafted the questions (usually four per market session) that they wanted to have answered and wrote them as close-ended questions on large flip charts with the answers defined in a scale across the bottom. Hundreds of "dots" (round, colorful sticky labels also known as color coding labels) in strips of four each were prepared in advance. On market day, four flip charts were set up in a row at the market.

During the market, consumers were approached and asked if they had a moment to answer the questions. If they agreed, they received a strip of dots with instructions to place one on each poster "...where it makes the most sense." While in most instances the questions were answered "self-service" (that is, the consumers placed their own dots), assistance was offered to those consumers who didn't have a spare hand because they were loaded down with purchases or kids. Data tabulation at the end of the market is quite simple. You haven't asked many questions and the responses to each question are all on a single sheet of paper. In 20 or 30 minutes, you have a market data set tabulated.

The open display of the set of answers (the dots) during the research process raises the possibility that individuals will be swayed by the responses already posted. Given the type of questions asked, however, the authors did not feel this occurred. The reliability of responses was checked in two ways. First, the same questions were asked on multiple market days in order verify the consistency of answers. In addition, on one key question (how much consumers spent in the market), the authors were able to crosscheck purchase information with sales information collected from the vendors.

This approach restricts the number of questions that can be asked. This constraint was addressed by conducting research on multiple days in each market. This allowed certain key questions to be asked more than once and thereby gain greater confidence in those responses and to rotate in a variety of other questions. Only questions with closed-ended answers that can be quickly understood by respondents can be used. Some examples of questions that used successfully are:

• How much have you (or will you) spend in the Farmers' Market this morning?
• Was the Farmers' Market your primary reason for coming downtown this morning?
• Do you plan on doing additional shopping or eating downtown this morning?
• Do you come to the farmers' market for the products, the atmosphere, or some combination?
• On average, if a specific item costs $1.00 in the grocery store, how much would be willing to pay in the farmers' market for a similar product produced locally?

Consumer response to this approach was overwhelmingly positive. On two occasions the authors kept track of the percentage of people who agreed to participate, 90% of those approached (and EVERYONE was approached) agreed. This compares very favorably with response rates seen for other research methods. On another occasion, a dot poster was used to ask people how they compared this data collection approach to a written questionnaire. The overwhelming majority (94%) preferred the dot poster approach.

Respondents particularly value two key attributes of the process. First, it is very fast. Most people answered all four questions in a minute or two. Second, because the respondents could see how others were answering, the whole process felt less extractive than other types of survey research (and the posters with all of their brightly colored dots also look cool in the market). Overall it is believed that the research adds to rather than detracts from the atmosphere in the market.

Using the dot poster approach the authors were able to tally responses from as many as 318 respondents in a 3.5-hour period. This broad participation can dramatically alter the assessment of consumer attitudes. As an example, at one market each participant was interviewed and asked if he/she had any suggestions "for improving or changing the market". While the vast majority indicated that they liked the market as is, five people were adamant that high prices were "ruining the market". Those five responses would have heavily colored our view of consumer attitudes if the poster question asking consumers to rate their satisfaction with the market hadn't shown that 78% answered "great" and an additional 21% said it was "good". At the next market, a question about price levels was asked and only 7% indicated that high prices had caused them to restrict their purchases. So the dot posters gave a more complete and accurate assessment of consumer sentiment than the interviews.

Overall this is an accessible and useful tool that should be considered for many research situations. The authors have found that beyond the research results themselves, this approach promotes excellent communication with the both the general public and the media.

Results and further discussion of the dot poster approach are provided at:
http://smallfarms.orst.edu/analyzing_three_farmers.htm
and
http://eesc.orst.edu/agcomwebfile/Magazine/98Fall/
OAP98%20text/OAPFall9802.html.
An earlier use of the approach in workshop settings is described in
http://www.joe.org/joe/1995october/tt1.html.

Methods to share information with the public have evolved throughout the 85-year history of the Cooperative Extension Service. Information delivery through technology services has rapidly expanded during the past decade. The University of Minnesota Extension Service has an information delivery system (INFO-U) with 500 pre-recorded telephone messages. It was accessed over 50,000 times in 1998. In its commitment to reach a diverse audience, INFO-U considered adding pre-recorded telephone messages in Spanish. Before making a decision, there was a need to obtain information from other states who have faced similar situations. A survey was conducted to determine which state Extension Services provide information services to the public through English and Spanish automated audio messages.

The survey of directors and administrators of US states and territories was conducted by e-mail through the United States Department of Agriculture (USDA) mail list reflector:us-cesdirs@reeusda.gov. Thirty-one directors or their delegates responded. Additional information was obtained from an informal survey that included responses from states not responding to the survey.

In the survey, respondents were asked whether they had either Spanish or English language pre-recorded audio information delivery systems. They were also asked how many people used their systems in 1998. The name and address of a contact person who could give further information on Spanish language messages was also an option. States that currently have Spanish messages were again contacted for specific information about their systems.

Telecommunication information delivery is used as a tool by universities. Thirteen respondents currently use pre-recorded messages to disseminate information to the public. Public reception varies from 100 to over 50,000 inquiries each year for states that use this type of tool. Eighteen respondents do not have an automated pre-recorded message service. Of that group, two (Guam and North Dakota) indicated they had a service at one time but dropped it. North Dakota, Kansas, New Jersey, and South Carolina are either strongly considering an information line, or plan to begin one in 1999.

Why and how do universities use telecommunication? Respondents cited criteria for generating pre-recorded messages, such as repetitive requests from the public and easy public access to first level or general information. Several respondents listed the types of information delivered through their audio messages. The most frequently reported English topics included food safety and nutrition, horticulture, and parenting. However several states have a much broader base of information on their audio systems. Several states have limited publications in Spanish language they are considering formatting for audio purposes, because a need is perceived.

Washington and Wisconsin have pre-recorded messages in Spanish. It was learned through follow-up contact with these respondents that Wisconsin's messages are primarily about parenting, and Washington has a limited number of pesticide safety messages in Spanish. Eight states -- Arizona, Minnesota, Missouri, Nebraska, New Jersey, North and South Carolina, and Pennsylvania -- are either exploring the use of Spanish language messages or plan to begin offering this service in 1999. Arizona has prepared 46 messages in Spanish. The work was funded by a Food Safety 2000 grant; therefore, the messages are about food safety and nutrition.

The writing and voicing of timely and accurate messages, the mechanics of operating automated information services, and marketing activities, all require funds and staff time to ensure a credible, helpful service for the public. Survey results indicate some states share messages and a few have combined systems. In follow-up communications with participants, several people thought an informal consortium should be formed. It would include universities willing to share English and Spanish messages, other emerging language needs, and new telecommunications and marketing ideas. Shared voicing may not be possible due to various dialects through out the USA. Combining resources could facilitate cost-effective programs that maintain ownership among its participants. Networking could be accomplished with an e-mail list serve or WEB site.

Now in its twelfth year, Chi Epsilon Sigma is considered a success story by both administration and support staff members in Ohio. Chi Epsilon Sigma (CES) is a national, professional Extension association for support staff, that was proposed and organized in Ohio. The purposes of CES are to maintain the standards and ideals of the Extension Service, uphold the morale, prestige and respect of Extension support staff, develop an effective working relationship and a spirit of fraternal fellowship among present and emeriti employees of Extension, and encourage professionalism within Extension.

The name Chi Epsilon Sigma was chosen because the initials also represented Cooperative Extension Service. The meaning for the Greek letters represent (Chi) life, (Epsilon) loyalty and (Sigma) learning.

CES was patterned after the Extension professional fraternity, Epsilon Sigma Phi. Realizing that an association similar to ESP would benefit support staff as well, Dorothy Rex, an Ohio State University Extension support staff, now emeriti, proposed the idea to her immediate supervisor and administrators at the state level. She received approval and encouragement to proceed.

OSU Extension is comprised of 87 county, five district, and numerous state program and administrative offices. Support staff representatives were chosen to form a planning committee from each of these areas while at the same time keeping a geographical cross-section. This committee developed a survey that was distributed to all support staff in the state. After receiving their positive feedback, the planning committee met frequently that first year to develop the Constitution and Bylaws according to Roberts Rules of Order. A membership drive was held and the first annual meeting was held in 1986.

The executive board of Chi Epsilon Sigma consists of president, president-elect, vice president, secretary/treasurer, membership secretary, annalist, administrative liaison, past president and seven directors (representing each of Ohio's five Extension districts, a campus representative, and an emeriti representative).

Ohio State University Extension has been fortunate to offer a yearly conference for support staff professional development. The annual meeting of Chi Epsilon Sigma has been incorporated as part of this state-wide conference. During the annual meeting, a business meeting is held, new officers are elected, new members recognized, and accomplishments from the previous year are celebrated.

Membership dues are paid from two sources. According to Ohio's staff handbook, membership dues can be paid from the appropriated account of the individual office, pending approval from the department's chair. A high percentage of dues are paid by this method. However, some members choose to pay dues from personal funds. CES officers have continued to keep the dues at a minimum. Ohio's dues are $12 per year for each member. Beginning in 1999, a free, life-time membership is offered to emeriti support staff.

Chi Epsilon Sigma also awards two $200 scholarships to members who apply for professional development training. These scholarships are announced at the annual support staff conference.

Other benefits to members include a membership notebook and Chi Epsilon Sigma pin, a quarterly newsletter, and the opportunity to have a Secret Friend for the year. Each member is encouraged to take advantage of leadership opportunities in the organization to strengthen these skills.

Since the formation of CES, support staff have been given the opportunity to participate in many decisions that affect them. For example, the president of Chi Epsilon Sigma and the presidents of ESP, OEAA, and OEPA meet quarterly with the director of OSU Extension. Officers of CES serve on the selection committee for professional development dollars that are provided annually by administration for support staff. Also, CES representatives have served on numerous other committees (new employee orientation, retirement planning, all agricultural college conference planning, support staff mentoring, and yearly support staff conference planning committees).

Ohio's Alpha Chapter of Chi Epsilon Sigma desires to develop interest in other states to form chapters for a national network. A Beta Chapter of CES was formed with the Arkansas Extension Service. Presentations were made last year to Kentucky and Wyoming Extension support staff and interest has been shown in starting a CES chapter. The officers of Chi Epsilon Sigma are prepared to assist other states in whatever way is necessary.

If you would like additional information about Chi Epsilon Sigma, please contact Lee Ann Johnson at johnson.82@osu.edu.

This article is online at http://www.joe.org/joe/1999october/ent-tt.html.

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