October 2002
Volume 40 Number 5

Tools of the Trade

Operational Efficiency Review: How to Free Dollars for Extension Programs

Barry L. Bequette
County Extension Director
University of Arizona Cooperative Extension
Yuma, Arizona
Internet Address: plantdoc@ag.arizona.edu

The Need

Nationwide, Extension has been feeling the effects of the declining economy. Hiring freezes, reductions in travel, and reduced operational funds are commonplace. Maintaining existing programs has become a challenge, and the introduction of new programs may require taking funds from one program in order to fund another. While always a priority, the importance of efficiently utilizing operational funds has heightened considerably.

A CEO of a large organization was mystified as to how a smaller competing organization was able to continue growing their organization even in tough times. The CEO called the director of the competing organization, hoping to obtain some strategies that would be useful. "How do you do it?" inquired the CEO. The competitor's answer? "All we do is walk behind you, and pick up the dollars you drop". While this story may be amusing, it may also be true.

There is a need to review our current operational expenditures and procedures, and ensure that each dollar is spent as efficiently as possible. In the process, we may free up dollars that we can use to deal with our declining operational budgets or can allocate to programs.

The Program

The operational efficiency program was created as part of an intern project for the Western Extension Leadership Development (WELD) program. The objective was to reduce overhead and enhance resources in Extension field offices, thereby providing redirected or new funds for enhancement of county Extension programs.

The program was designed with the following details.

• The operational efficiency program must be requested by the County Extension Director (CED), who must fund the cost of the review.
• The CED must allow access to operational records and provide assistance from the office money manager.
• The recommendations generated by the review are a decision-making tool and are confidential.

The intent of the review process was to examine all expenditures and explore possible alternatives that may reduce those expenditures. Costs associated with the following categories were examined.

• Local Phone Service: There are competing alternatives for local phone service.
  
  
• Long Distance Providers: Various companies can provide access to long distance service at competitive prices.
  
  
• Telephone Equipment: Technology has developed various systems that can reduce the need for human labor and thereby reduce costs.
  
  
• Internet Access: Availability and price of Internet service change very rapidly.
  
  
• Mobile Phone: Service options have increased in number and become competitive in price.
  
  
• Travel: While using a personal vehicle is the easiest and most common means of travel, other, more efficient options may be possible.
  
  
• Office Equipment (copiers, faxes, duplicators, networked printers, and other forms of technology): The cost of purchase (or lease), maintenance, and operation of this equipment can often consume a large portion of the local budget.
  
  
• General Operations and Maintenance (the four P's--postage, pens, pencils, and paper--and a myriad of other items): These items keep offices moving, but they cost money, too.

The Recommendations

An operational efficiency review was conducted in an example county in Arizona.

Recommendations generated from the review included a list of options pertaining to all categories listed. The CED was provided with an options sheet that contained a current expense breakdown and varying numbers of options, along with pros, cons, and dollar savings for each option. Additionally, a review of County government support was conducted, and suggestions were provided to assist the CED in increasing that level of support. Comparative county data relating to various categories of expenditures (e.g., local travel in one county vs. local travel in another county) was provided to enable the CED to draw comparisons and establish categories that lie outside of a norm.

In order to generate new funds, a benefactor list was devised that provided names, addresses, phone numbers and contacts for potential benefactors, along with suggestions for how to meet the needs of the benefactor. A realistic annual figure based on the size and number of possible benefactors was listed. Potential to generate new revenue from benefactors was estimated at 10-20% of the total operational budget annually. Average savings for adoption of all recommendations ranged from 20-30% of the total operational budgets. The results for the example county in Arizona are provided in Table 1.

It was determined that local savings could not be realized from Internet service because costs for this service were provided by central administration at no charge to the local office. Additionally, computers were new, under warranty, and had no existing service contracts. The copier was on a central administration perpetual lease, which eliminated various other options. Substantial savings were realized from other operational expenses ($13,160 or about 20% of the local budget) as shown in Table 1.

Once all counties in a state have been reviewed, total state expenses by category can be figured, and program-specific comparisons can be made.

An Opinion

It is my opinion that most Extension field offices are efficiently operated. However, given the constraints imposed by a lack of time and knowledge of available resources, most offices can improve their use of operational funds by 20-40%, thereby freeing dollars to be used for programming. Considering that an efficiency review will only cost 10% or less of the operational budget on a one-time basis, prudent money managers should consider reviewing their own operational expenditures or hiring a consultant to do so. For more information about an operational efficiency review program contact me at (928) 726-3904.

Uncovering Resources for Your International Extension Experience

Debra Minar Driscoll
Family and Community Education Faculty
Oregon State University Extension Service
Dallas, Oregon
Internet Address: debra.driscoll@oregonstate.edu

Are you an Extension professional who's interested in developing your plans for an international experience? You may already have a concept of what you would like to do and where you would like to do it. This article describes a Web page that can help to bring your dream several steps closer to reality and offers ideas for increasing global networking in your state.

The National Organization Connection

Did you know that the national Extension fraternal organization, Epsilon Sigma Phi (ESP), has a Global Relations committee? As a former (2000-2001) and future (2003) member of this committee, I know that ESP is unique among Extension professional organizations in promoting international work across all program areas. (To see the Global Relations committee's plan of work, go to http://www.espnational.org/ and click on "National Committees.")

A long-range goal of the committee is to establish an international database on the ESP Web site's Global Relations link. As a start toward this goal, there is a new Global Relations Link Web page http://www.uwyo.edu/ces/esp/espinternational.htm that shows links to organizations providing international opportunities for Extension professionals.

Organizations currently on this page include:

• Association for International Agricultural and Extension Education (AIAEE);
• Winrock International;
• Agricultural Cooperative Development International/ Volunteers In Overseas Cooperative Assistance (ACDI/VOCA);
• The Citizens Network for Foreign Affairs, Inc.;
• Idealist Action without Borders, Inc.;
• Land O' Lakes International Development; Partners of the Americas;
• The United States Agency for International Development (USAID); and
• The USDA/CSREES International Programs Office.

One link I found particularly interesting was the Idealist Action without Borders site. I am looking for international opportunities that are not related to agriculture, and I found that this site contains a giant database of programs and services around the world and allows searches by country of interest.

Just for fun, I searched for opportunities in the Czech Republic, because it is an area of the world I would like to visit someday. I was pleased to find two organizations that may be possible contacts for a future sabbatic leave related to health promotion and immigrant issues, two topics of concern in my current Extension position. Both organizations had short-term volunteer opportunities available. The site lists contact information and frequently includes descriptions of the programs that each agency or organization provides.

The Local Networking Connection

The Global Relations committee of Epsilon Sigma Phi has a goal of expanding their Web site to include advertising of international work opportunities, listings of international diversity and multi-cultural trainings, and postings of Extension professionals experienced in international work. While that work is progressing at the national level, states can develop their own databases that can promote sharing of information regarding international experiences. Wouldn't it be great to be able to find out who in your state has been to the country you would like to work in? What if they could share with you the connections they have already established with organizations and groups in that country?

The Oregon State University Gamma chapter of ESP attempted to facilitate this sharing through a statewide survey in 2001. An e-mail survey was sent to all Extension faculty, staff, and retired faculty in the state organization. Retirees not on e-mail services received a printed copy. One hundred seventy-nine people responded, and of those, 88 reported having had an international work experience. Some professionals reported a single international trip. Others had multiple trips, with a maximum of 11 different international experiences during their careers.

The survey asked the:

• Name of the country worked in,
• Year(s) worked in that country,
• Name of the sponsoring or collaborating organization or group in the country, and
• Type of project worked on while in the country.

Follow-up calls and e-mails were used to collect accurate additional information, and a database was compiled. A Global Relations Committee information booth was set up during Extension Annual Conference, held on campus in the fall. This resulted in more people completing the survey, and those surveys were added to the database. This database is available for any interested faculty in the state, and plans are proceeding to place it on an Oregon Gamma Chapter ESP Web site that is currently under development.

The Oregon ESP Global Relations committee has also been active in sponsoring programs that address the issue of international work during the annual conference. Faculty and staff who have had international experiences are invited to share them with the larger organization. It's another way to keep the idea of the value of Extension international experiences visible in the organization. Sustained, ongoing efforts like these will be required if we are to become a truly international organization.

Reducing Computer Anxiety in Adults Learning to Use Microcomputers

Pam Dupin-Bryant
Extension Assistant Professor
Utah State University - Tooele Campus
Tooele, Utah
Internet Address: PamD@ext.usu.edu

Introduction

Microcomputers play a vital role in society. "In Europe and the United States, computers have been used so widely since World War II that most of us are not aware of just how pervasive they are" (Bigge & Shermis, 1992, p. 306). Operational knowledge of microcomputers may provide adults with increased potential for employment, job satisfaction, and quality of life. As computer usage continues to increase, so does the demand for formal adult microcomputer education.

Extension educators who are training adults are being confronted with students exhibiting computer anxiety that directly affects the teaching/learning process. This article discusses computer anxiety and the implications it has for effective microcomputer instruction. The article presents adult education research, theories, and methods to help instructors reduce computer anxiety in adults learning to use computers.

What Is Computer Anxiety?

Computer anxiety is a common emotional response to computers characterized by the fear that many adults exhibit. Fear and anxiety toward subject matter are "conditions that tend to support negative learner attitudes and repel adult interest" (Wlodkowski, 1993, p. 83). Interaction between humans and computers is complex. Hakkinen (1994) suggests that this interaction may incite a variety of emotional responses, including anxiety. The fear of computers interferes with the communicative nature of human-computer interaction.

Anxiety usually occurs when something new is being learned. This causes resistance to change and has negative effects on cognitive performance. Adults learning to use computers often fear the unpredictability of computers, public exposure of ignorance, and threat of failure. These fears contribute to negative learner attitudes and are detrimental to learning (Wlodkowski, 1993). "Decreasing computer anxiety is a preliminary step in, or our initial goal of computer instruction" (Ayersman & Reed, 1995, p. 148).

Computer Anxiety Research

Age and its relationship to computer anxiety have been the focus of many research studies. "The growth of computers and computer usages in this country is one potential area of intimidation for older adults" (Baack, Brown, & Brown, 1991, p. 422). Some researchers have found that older adults have a less favorable attitude toward computers than do younger adults (Baack et al., 1991). Yet others suggest the opposite; older adults have more interest in learning about computers, greater confidence, and exhibit less computer anxiety than do younger adults (Klein, Knupfer, & Crooks, 1993; Dyck & Smither, 1994).

A discrepancy is evident between research on age and its relationship to computer anxiety. However, researchers do agree that prior positive computer use, exposure, and experience with computers contribute to lower levels of computer anxiety (Ayersman & Reed, 1995; Dyck & Smither, 1994; Hakkinen, 1994; Maurer & Simonson, 1993). Increased exposure to the subject (computers) minimizes the negative conditions that exist and results in positive attitudes toward the subject matter (Wlodkowski, 1993).

Methods for Reducing Computer Anxiety

Extension educators teaching microcomputers to adults should be aware of computer anxiety and its detrimental effects on the learning process. Computer anxiety is a temporary condition that can be reduced through a comfortable learning environment (Ayersman & Reed, 1995). To create an anxiety reduced learning environment, instructors should:

• Use humor to build rapport,
• Start lessons with basic concepts,
• Use computer lingo only when educationally necessary, and
• Make sure all lessons are hands on.

Use Humor to Build Rapport

Humor is one of the best tools to help reduce computer anxiety. Laughter builds rapport between instructors and learners, which helps alleviate computer anxiety (Clothier, 1996). Malcolm Knowles underscores the importance of laughter when teaching adults by quoting Ruth Merton, "and so I say again that, if we are really wise . . .despite taxes or indigestion, teach merrily" (1990, p. 36).

Start Lessons with Basic Concepts

Instructors should begin with the basics (Adults and Technology, 1996). They should avoid jumping into complicated computer concepts without laying the groundwork for basic computer operation. Although students will have a variety of skill levels, instructors should never assume all students have basic computer skills. If a course requires a certain level of computer proficiency, this should be clearly delineated, and alternatives should be provided for students to gain basic skills.

Use Computer Lingo Only when Educationally Necessary

Learning to use computers is hard enough without the added distraction of listening to an instructor speak in a foreign dialect. Instructors should avoid using computer jargon (Adults and Technology, 1996). For adults, learning computer terminology can be as important as learning to use the computer. However, if instructors feel it is educationally necessary to use computer terminology, then the term should be clearly defined.

Make Sure All Lessons Are Hands-On

Instructors can help reduce computer anxiety by familiarizing students with computers and making them active learners. Instructors should make all computer lessons hands-on (Adults and Technology, 1996). They should help students with problems by providing verbal guidance or by using a demonstration machine, but they should never grab a student's mouse or keyboard and do their work for them. This student hands-on/instructor hands-off method takes extreme patience, but the reward of students completing tasks on their own is worth the effort.

Summary

The increased demand for adult computer training produces many issues and challenges for Extension educators. Computer anxiety is a psychological characteristic of adult learners that computer instructors will continually confront. "It is important to reduce anxiety because it has negative effects on learning" (Hakkinen, 1994, p. 152). Computer anxiety can be significantly reduced if Extension educators create a comfortable learning environment in which students can have positive experiences with computers.

References

Adults and Technology. (1996, March). Keying In: The Newsletter of the National Business Education Association, 6(4), 4.

Ayersman, D. J., & Reed, W. M. (1995). Effects of learning styles, programming, and gender on computer anxiety. Journal of Research on Computing in Education, 28(2), 148-161.

Baack, S. A., Brown, T. S., & Brown, J. T. (1991). Attitudes toward computers: Views of older adults compared with those of young adults. Journal of Research on Computing in Education, 23(3), 422-433.

Bigge, M., & Shermis, S. S. (1992). Learning theories for teachers (5^th ed.). New York: HarperCollins.

Clothier, P. (1996). The complete computer trainer. New York: McGraw-Hill.

Dyck, J. L., & Smither, J. A. (1994). Age differences in computer anxiety: The role of computer experience, gender, and education. Journal of Educational Computing Research, 10(3), 239-248.

Hakkinen, P. (1994). Changes in computer anxiety in a required computer course. Journal of Research on Computing in Education, 27(2), 141-153.

Klein, J. D., Knupfer, N. N., & Crooks, S. M. (1993). Differences in attitudes and performance among re-entry and traditional college students. Journal of Research on Computing in Education, 25(4), 498-505.

Knowles, M. (1990). The adult learner: A neglected species (4^th ed.). Houston: Gulf.

Maurer, M. M., & Simonson, M. R. (1993). The reduction of computer anxiety: Its relation to relaxation training, previous computer coursework, achievement, and need for cognition. Journal of Research on Computing in Education, 26(2), 205-219.

Wlodkowski, R. J. (1993). Enhancing adult motivation to learn: A guide to improving instruction and increasing learner achievement. San Francisco: Jossey-Bass.

Distance Education--A Case Study in Practical Application

Kyle Cecil
Extension Unit Educator Agriculture and Natural Resources Management
University of Illinois
Galesburg, Illinois
Internet Address: cecilk@mail.aces.uiuc.edu

David Feltes
Extension Center Educator Integrated Pest Management
University of Illinois
Moline, Illinois
Internet Address: feltesd@mail.aces.uiuc.edu

Introduction

In March of 2001, University of Illinois Extension conducted a series of continuing education short courses on the topic of insect identification in urban and agricultural environments. The series was delivered for clientele at host sites by means of distance delivery utilizing the Internet and teleconferencing.

Means of information and knowledge transfer are rapidly changing within society. No longer can Extension rely solely on face-to-face contacts with clientele to accomplish the objectives of the organization (King & Boehlje, 2000). Learning opportunities must exist for clientele when, where, how, and in what form is most expeditious for them. The value of science-based objectivity has dropped in relative importance lately, with access and timeliness moving up as higher priorities for outreach audiences. Objectivity will reemerge as a high priority when access and timeliness are offered by everyone (King & Boehlje, 2000).

Research shows that the economics of online courses are complex and vary, depending on the delivery format used. However, institutional cost savings may be realized by utilizing distance education versus place-based delivery of programs.

The Insect Identification Series was an attempt to provide practical information on Integrated Pest Management topics while assessing acceptance by Extension clientele to an alternative form of instruction.

Methods

Extension clients (n=171) took part in an Insect Identification distance education series taught by University of Illinois Extension in March of 2001. The three-part series was delivered by means of the Internet and teleconferencing. All clients were required to take part in the first session on basic entomology (n=171) and then attend either one or both of the following sessions on urban (n=116) or agricultural entomology (n=86). The programs were taught synchronously by Extension Specialists located centrally on the campus of the University of Illinois in Champaign.

Host sites were located in each region of the state. Participants attended the session(s) at the host site location. Live teleconferencing enabled synchronous audio interaction between instructors and participants. Computer slides, printed materials, and verbal discussions were used to facilitate the educational process.

Results and Discussion

An analysis of costs associated with the Insect Identification Series indicates that there was a cost savings associated with staff time and travel realized as a result of the distance delivery format of the program. Table 1 shows a comparison of selected costs associated with the distance delivery of the program versus a place-based delivery method.

The variable institutional cost (mileage) per participant was $0.00 per participant, compared to a potential $33.26 per person if the series of programs were taught at each of the 16 host locations. The elimination of 12,430 travel miles resulted in a cost savings for the university. Fixed costs per session (staff salary) were less for the distance program than for place-based delivery due to the fact that 210 hours were saved in staff travel time. These types of cost savings should be similar to those that the Extension system as a whole would experience when utilizing a distance delivery format over a place-based delivery method.

Program evaluations were submitted and tabulated from 12 host sites. Composite ratings from each host site (n=12) were tabulated (Table 2). Speed of Internet connections varied from high speed T1 connections to 56K dial-up modems. Although the speed of connection received the lowest evaluation rating of 3.72, a high rating of 4.03 was indicated when participants were asked if they would be able to apply knowledge gained during the program. This would indicate that speed of Internet connection might not necessarily be a limiting factor with regards to the ability of participants to gain knowledge and ultimately apply that knowledge.

These results are similar to those from other studies that indicate that increasing the video capability of an Internet-based course does not necessarily improve the learning of factual information (Wisher & Curnow, 2000). Furthermore, even with the speed of Internet connection varying so markedly across the state, 94.75% of participants statewide indicated they would attend another Extension program taught through the use of distance education.

Participants rated the quality of the delivery method high at 4.07 indicating that the instructional format used was appropriate in this situation. A rating of 4.14 was given when asked about the usefulness of the information presented, further reinforcing that knowledge can be gained by Extension clientele through methods other than place-based education.

Conclusions

Distance education is an appropriate and viable method for Extension to integrate into its educational programming efforts. It is important to realize that the distance delivery format chosen must be appropriate for the program being taught and the clientele being served. Not all Extension programs will be appropriate for distance delivery. As educational practitioners, we must have the capacity to determine the instructional method most appropriate for a given situation. In addition, we must possess the ability to facilitate the multiple learning styles of clientele participating in our distance education programs.

This fact was made evident to the authors when one host site decided to offer the Insect Identification Series by teleconferencing (audio) only and to omit the Internet (visual) portion of the program. Composite results from this host site were markedly lower than from the other host locations utilizing both audio and visual portions (Table 3).

As Extension looks towards the future and its role in providing opportunities for its clientele to learn, we must continually strive to improve our ability to actively engage the learner through whatever delivery method is chosen. Extension administrators can encourage their educators to utilize distance technologies through support of new delivery mediums, professional development opportunities for staff, time to practice utilizing the technology, and a financial commitment to a technology infrastructure capable of supporting new educational initiatives.

References

King, D. A., & Boehlje, M.D. (2000). Extension: On the brink of extinction or distinction? Journal of Extension [On-line], (38)5. Available at: http://www.joe.org/joe/2000october/comm1.html

Wischer, R. A., & Curnow C.K. (2000). Perceptions and effects of image transmissions during Internet-based training. Readings in Distance Education Number 7.

The Community Economic Development Toolkit

Suzette Barta
Assistant Extension Economist
Internet Address: sdb1113@okstate.edu

Mike D. Woods
Professor and Extension Economist
Internet Address: mdwoods@okstate.edu

Oklahoma State University
Stillwater, Oklahoma

Introduction

The once farm-dependent communities of rural Oklahoma are currently facing economic decline. If they are to survive, some form of economic development must take place, and the responsibility will ultimately lie with the leaders of the community to aggressively plan for and nurture that development.

The toolkit approach to community economic development (CED) is becoming a commonplace method for addressing the variety of needs of rural communities. The idea is that the community can pick and choose the tools that best suit their specific needs. See, for instance, the toolkit of the University of Illinois at Urbana-Champaign that is located at www.ag.uiuc.edu/~lced/toolbox/.

Oklahoma's Community Economic Development Toolkit

The toolkit available to Extension educators in Oklahoma provides communities with the assistance they need to develop their economies. The process demands that the educators become fully engaged with their community partners, who, simply stated, know more about what's going on in their communities than anyone else does. The role of Extension is to understand the needs communicated by these partners and to deliver university resources and expertise to them (Extension Committee on Organization and Policy, 2002).

The toolkit approach to CED recognizes that different communities are at different stages in their development and thus have a variety of needs. The various tools are designed to address these different needs. As the Extension educator becomes engaged with community partners, it should become clear to all parties which tools are the most appropriate.

The specific tools in Oklahoma's CED toolkit fall into two basic categories:

• Educational Programming and
• Technical Assistance.

Educational Programming Tools

The educational programming tools in Oklahoma's CED toolkit include strategic planning assistance and training workshops. Strategic planning is defined as the process of partnering with community leaders to identify future goals and plans for how to achieve them (Woods, Frye, & Ralstin, 1998). Oklahoma offers training and assistance to communities in strategic planning for economic development in two phases.

1. Assistance in visioning and strategic planning. In this phase, a community assesses its strengths and weaknesses. These assessments, in conjunction with a visioning process, can lead community volunteers toward specific strategic plans that will accomplish their economic development goals. Ultimately, however, the strategic planning process is all about citizens deciding what is best for their community. The most-valued role of the Extension educator in this case is one of bringing concerned citizens together and facilitating a situation whereby they can engage in effective community-based problem solving (Leatherman & Deller, 2001).
   
   
2. Assistance in implementing strategies in specific areas such as retail trade development, tourism development, or business attraction. Once a community decides upon a direction for their economic development efforts, Extension has a variety of resources available to assist them in these efforts.

Oklahoma is also currently offering two very popular workshops to community leaders across the state.

Oklahoma PRIDE teaches front-line employees quality customer service techniques and helps them learn about highlights and tourist attractions in their area. The goal of the program is to:

Produce
Resourceful
Informed
Devoted
Employees

ORIGINS Internet Training teaches community leaders how to use an electronic database Web site called ORIGINS. The site, located at http://origins.ou.edu/, contains a myriad of data specific to the state of Oklahoma, including personal income, employment, retail sales, and population.

Technical Assistance Tools

According to Christenson (1989), technical assistance occurs when the provider performs tasks for a community, as opposed to with the community. Christenson's definition, however, is somewhat misleading when applied to Oklahoma's CED technical assistance tools. In Oklahoma, communities are urged to use the information provided by Extension (such as retail sales data, housing counts, and socio-demographic data) in order to develop customized plans of action. Even though community leaders are expected to take the lead in the formation of these plans, Extension educators are available every step of the way to foster an understanding of what the data means and to make available the various resources of the university.

Specifically, some of the technical assistance tools offered by the Oklahoma Cooperative Extension Service include:

• Economic Base Reports: provide detailed background data about the resources in the community, such as population, income, employment, and retail sales.
• Economic Impact Studies: measure the change that is expected to occur in the economy if there is a change in the economic base, such as a new plant locating in the community.
• Analysis of Retail Trends: tracks trends in sales tax collection and identifies gaps in the local retail market.
• Housing Needs Assessment: profiles the community's housing market and presents estimates of housing supply and demand.
• Surveys: can be designed to meet various community needs (e.g., community opinion, consumer or business, housing needs).
• Targeted Industry Analysis: develops a list of industries that have a moderate to strong likelihood of locating or expanding in the community. Community input is crucial.

Conclusion

Theoretically, the different tools in the toolkit perform best when used together. For example, a community in the very early stages of the strategic planning process needs to know some basics about their community, such as population distribution, employment trends and gaps in their retail market. At this point, the technical assistance tools, such as the economic base study and the analysis of retail trends, become very important.

As the community comes to a better understanding of the development tract it wants to take, other technical assistance and educational tools will become valuable. For example, a community seeking to increase employment opportunities through the attraction of industry should go through targeted industry analysis.

These are rough times for our rural communities, but the toolkit offered by the Oklahoma Cooperative Extension Service can assist communities that are committed to the process. It takes a lot of hard work on the community's part, but the Oklahoma Cooperative Extension Service is committed to being a valuable partner.

References

Christenson, J .A. (1989). Themes of community development. In J.A. Christenson and J.W. Robinson, Jr. (eds.) Community development in perspective. Ames, IA; Iowa State University Press, pp. 26-47.

Extension Committee on Organization and Policy. (2002). The Extension System: A vision for the 21^st Century. Washington, DC: National Association of State Universities and Land-Grant Colleges.

Leatherman, J. C., & Deller, S. C. (2001). Building local government capacity: the toolbox for outreach educators. The Journal for Regional Analysis and Policy, 31(1): 91-110.

Woods. M.D., Frye, V.J. & Ralstin, S.R. (1998). Blueprints for your community's future: creating a strategic plan for local economic development. OSU Extension Facts, WF-916.

The Human Challenge of 4-H Horse Programs

Robin Galloway
4-H Youth Development Faculty
Internet Address: Robin.Galloway@oregonstate.edu

Thomas J. Gallagher
Leadership Development Specialist
Internet Address: tomgallagher@oregonstate.edu

Oregon State University Extension Service
Corvallis, Oregon

One of the core educational programs of 4-H/Youth across the nation, and in Oregon, is the horse program. Anecdotal evidence suggests that it is also one of the most difficult to manage. The challenge lies primarily with volunteer leaders. In this article we exercise some "horse sense" and present five strategies for success.

Background

In Oregon, there are presently 3,821 youth in horse programs, involved in projects ranging from raising foals to riding for show. 4-H agents guide the programs with support of 1,174 adult, volunteer horse leaders. According to Pat Parelli, author of Natural Horse-Man-Ship (1998), this high number of horse leaders can be explained by adults wanting to fulfill a dream--as "to ride off into the sunset"--and to share that dream with youth.

This goal sounds idyllic, but problems with horse leaders can develop. We see several types of "people problems."

Dominance Mindset

To manage a horse, a person must continually assert his or her authority. With some measure of levity, we have found it useful to consider the dynamics of horse herds, where the dominant individual, the alpha animal, must constantly re-assert authority or be replaced by another horse. To maintain this dominant position, the alpha animal intimidates the others. Our observation is that this "dominance mindset" extends for some horse leaders to people, and they vie with each other and the 4-H agent for dominance.

Fiscal Commitment

Participants can spend a substantial sum in 4-H horse programs. In Oregon, an average horse owner will spend about $4,500 each year for board, feed, shoes, and basic veterinary care. There are often additional expenses determined by the owner's willingness to invest in training, showing, and equipment for their animals and themselves. We have seen that increased investment relates to increased desire for dominance, for more control of program decisions.

Time Commitment

In addition to financial commitment, horses also require a substantial time investment. They must be fed, groomed, exercised, and have their stall cleaned daily. That adults invest a great deal of time to help youth manage the horse is significant and raises the horse leader's level of desired control of the program.

Training Methods

Training the horse involves application of knowledge and experience, but there are many theories about what works best. The stakes are high given the fiscal and time commitment and the welfare of the young rider and the horse. Philosophical differences about training methods underlie many disagreements among leaders and with the 4-H agent.

To respond to these challenges we use five strategies.

Strategies

1. Think of the Group of Horse Leaders as a Herd

We expect the group to develop a "pecking order"; however, we conceptualize this more benignly as a preference for a hierarchical leadership style (Gallagher, 2001). We encourage the 4-H agent to expect the horse leaders to vie for dominance but to make clear that the program belongs to Extension and that a volunteer leader can be "fired."

2. Provide Training for Horse Leaders

More proactively, the 4-H agent needs to prepare leaders. Increasingly, we are using leadership training modules on communication, leadership styles, decision making, and conflict resolution to promote effective horse leader groups.

3. Have the Right Attitude

Parelli (1998:13) identifies two ends of the management spectrum: the carrot and the stick. He proposes that between the two extremes is the person who is assertive, balancing the authority to command with the skills to motivate others to follow. We argue that this is fundamentally how 4-H agents must relate to their horse leaders.

4. Anticipate Change, Particularly When a Volunteer Leaves or Joins the Group

When the dominance structure of a horse herd is set, it becomes stable and more peaceful and productive. However, when a leader resigns or a new leader joins the group chaos may reign until a new pecking order is established. The 4-H agent needs to retain the role of "herd stallion" while enforcing norms of civility through the transition period.

5. Be Credible

The 4-H agent needs to be credible. This involves having both solid knowledge of the field and a solid process for engaging participants in decisions. Concerning knowledge, the agent needs to recognize his or her own limits and to draw on volunteers for their knowledge and experience. Indeed, by drawing on horse leaders for their knowledge at key times in a decision process, the 4-H agent demonstrates his or her own dominance.

However, in the final analysis, as one reviewer quipped, "to be the 'boss hoss' or the 'head nag' the 4-H agent will have to be credible, and that involves talking the lingo."

Conclusion

In closing, we believe that strategies for working with horses and working with people can be similar. We see the recent best seller, The Man Who Listens to Horses (Roberts, 1997) as not necessarily only about training horses, but about reading people and adapting leadership that is effective. We propose, with these five strategies, that 4-H agents use some "horse sense" to work with horse leaders.

References

Roberts, M. (1997). The Man Who Listens To Horses. Random House.

Gallagher, T. J. (2001). The Values Orientation Method: A tool to help understand cultural differences. Journal of Extension [Online], 39(6). Available at: http://www.joe.org/joe/2001december/tt1.html

Parelli, P. 1998. Natural horse-man-ship. Western Horseman.

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