April 2004
Volume 42 Number 2

Ideas at Work

You, Extension and Success: A Competency-Based Professional Development System

Barbara Stone
National Program Leader, Professional Development
National 4-H Headquarters
Cooperative State Research Education and Extension Service
United States Department of Agriculture
bstone@csrees.usda.gov

Susanna Coppernoll
Extension Specialist, Extension Education
Texas Cooperative Extension
Texas A & M University
College Station, Texas
s-coppernoll@tamu.edu

Introduction

Achieving the mission of the Cooperative Extension System and maintaining our strength as educational leaders are hinged on our professional competence and technical expertise. Today as never before, professional development will help us achieve the level of excellence we expect from ourselves and ought to have for Extension in order to make a statewide, national, and global impact.

Texas Extension has developed a competency-based professional development system entitled You, Extension and Success (YES!). There are five main components to YES! including: the Texas Extension competency model; communication and information; professional development planning; learning opportunities and resources; and a tracking, integration, and accountability component.

Texas Extension Competency Model

The foundation for YES! is a set of core competencies that were built from focus groups and interviews with Extension faculty: they describe the knowledge, skills, and attributes that make Texas Extension employees successful in their jobs. The competencies represent six broad categories:

• Subject Matter Expertise--Expert knowledge, and skills in the area for which an Extension educator is responsible. This category also includes skills in providing education and instruction, solving problems, and integrating technology.

• Organizational Effectiveness--Accomplishing the mission of Extension through program development and evaluation, as well as building relationships and acting with accountability.

• Develop and Involve Others--Maintaining healthy relationships with other people to meet the needs of Extension's clientele. This includes mentoring, delegation, teamwork, facilitating groups, and providing direction for volunteers.

• Communications--Communicating effectively in interpersonal and group situations, whether through written or oral means.

• Action Orientation--Taking the initiative, valuing the role of positive change, creating a vision for the future and working diligently toward goals.

• Personal Effectiveness--A commitment to the Extension profession as well as balancing all aspects of personal and professional life.

In addition to the competency model, other YES! components include:

• Communication and Information
• Professional Development Planning
• Learning Opportunities and Resources
• Tracking, Integration, and Accountability

The communication and information component is the central source for professional development in Texas Extension and includes Web resources for new, mid-career, supervisory, and support personnel. It also includes degree information, scholarships, and announcements related to professional development.

The planning component is based on a partnership between the individual and the supervisor. It results in an action plan that outlines an employee's professional development goals and the steps needed to meet those goals. The planning component includes guidelines, a competency-based self-assessment to target areas for development, and a Web-based tool to create an individualized development plan. Using the individualized plan, faculty can specify their short-term performance goals as well as their development needs related to their career goals. They can view and update the Web-based plan regularly and during program planning time.

Data from the needs assessment tool can also be aggregated and used by the organization to help make decisions about training and development priorities. This shifts the focus from "spray and pray," to targeting audiences with specific training and development needs where impact can be measured.

The learning opportunities and resources component provides relevant and appropriate professional development opportunities. Aggregate data from the planning component of the system is considered, as well as the recognition that needs change based on length of service, experience, or change in assignment. This component also recognizes that learning takes place in a variety of settings: face-to-face workshops, self-directed learning, graduate programs, certifications, shadowing an expert, fieldwork, or learning derived from a challenging project.

Learning opportunities and resources available from departments, program units, and other providers external to Texas Extension will be communicated through a Learning Opportunities Catalog. Resources may include workshops and conferences; printed, online, video, audio self-directed media; or certification curriculum.

Specialists and other training providers can access on-line course development tools. The focus on professional development priorities and the use of on-line collaboration tools should reduce duplication of effort and improve the quality of training and development.

An on-line registration system will be developed in the coming year. Staff will register on-line for training opportunities; instructors can monitor registration and communicate with those enrolled, or distribute materials in advance. Afterwards, the organizer can verify participation, conduct evaluations, and provide one-on-one follow-up.

The tracking component integrates professional development with other key systems within Texas Extension, including monthly reporting, performance appraisal, and career ladders. Individuals record their professional development activities and track their progress on professional development from year to year towards achieving their professional goals.

The integration component allows the individual to extract the information recorded in their personal development plan and use it in other reports, such as their annual performance appraisal and their career ladder or promotion file, and during program planning time.

The accountability component makes the Extension organization more accountable to its employees and for its resources. Reports from the YES! system may include an annual needs assessment, a review of the type of professional development experiences being offered, and actual training and development experiences that were delivered, in relation to the highest training priorities.

Conclusion

The systematic approach to professional development described here clarifies what it takes to be an outstanding Extension professional, demonstrates organizational commitment by offering tools to assist professionals, and integrates organizational processes that make it possible to be more decisive in identifying and addressing critical areas of need in Extension professionals. YES! makes it possible to be more responsive to program opportunities, while providing greater fiscal, staffing, and program agility.

Toward Cross-Cultural Outreach: The Washington State Experience

David Youmans
Rural Development Specialist
Washington State University Extension
Prosser, Washington
youmans@wsu.edu

Introduction

Three major events of the early millennium prompted cross-cultural outreach education among Extension ranks in the Pacific Northwest and across the nation. The first was the rather dramatic revelation by the 2000 U.S. Census that the nation had become irreversibly multi-cultural. The second was the mandate by many universities of diversity training for faculty and staff, fueled in part by the very lucrative market for higher education among foreign students. And the third was the sobering realization, following September 11, 2001, of how poorly Americans really understood the many cultures of our world. This scenario posed a real challenge to Extension workers, whose daily job is to be educators and change agents for all the people of our land (Schauber & Castania, 2001).

Need

In Washington State, the character of certain regions had been visibly and culturally transformed in recent years as Hispanic, Asian, and Eastern European expressions became dominant in communities once seen as Anglo-American. Blacks, Native Americans, and early East Asians had consolidated social and political identities, while such groups as Koreans, Palestinians, and East Indians were becoming important members of the commercial milieu. Students from 99 countries studied at Washington State University, representing almost 20% of the graduate school and nearly 6% of the entire student body. And finally, the measures taken by Homeland Security in response to "9-11" had made cross-cultural sensitivity and understanding imperative among Extension employees (Dorsey, 2001).

Instructional Design

In view of this changing cultural landscape and the challenges facing Extension workers in the field, it became clear that comprehensive instruction in cross-cultural outreach for faculty and staff at Washington State University was required. The design chosen was a day-long, four-module interactive workshop with a cloistered catered luncheon. A sequence of events follows:

• Module 1: Cross-cultural Journey of Facilitator
• Module 2: Interactive Sharing of Cross-Cultural Experiences by Participants
• Catered Luncheon and Reflection
• Module 3: Interactive Sharing by Participants of Biases, Concerns, Fears, and Anxieties
• Module 4: Strategizing for Constructive Cross-Cultural Engagement
• Evaluation

The workshops addressed the cultural diversity and plurality of Washington's population and worked toward building bridges to a more effective and interactive society. The first module led the participants through the cross-cultural journey of an experienced facilitator sharing examples of real life challenges, obstacles, and survival skill building in a wide variety of cultures and circumstances at home and in various countries of the world (Ludwig, 2002). The second invited and encouraged workshop participants to share their own cross-cultural experiences, local or further afield, and how they overcame challenges in achieving effective and fulfilling relationships. The third embraced an open and frank discussion of active or latent fears, biases, prejudices, or concerns that present obstacles to integrated and productive personal or professional lives (Brosnahan & Lee, 2001). The final module explored a rather extensive set of principles, practices and concepts designed to build more effective integrative skills.

Action

During the 2000 and 2001 program years, 13 cross-cultural outreach workshops were conducted for Washington State University Extension workers. Subsequently, similar workshops were guest-conducted for family/consumer science and community development faculty in Portland and at Cornell, respectively. Some 205 Extension workers attended these several events.

Responses

Reported strengths of the workshop series as documented by participants elevated the sharing of colleagues' experiences and contributions as the most valuable aspect of the intervention. It was strongly felt that Extension workers tend to work alongside one another daily, sometimes for years, and never have the chance to learn or hear about the feelings or personal insights of even close associates. The encouragement of open discussion and exchange without fears or restrictions was seen as a real strength of the workshops. Cultural awareness and sensitivity reportedly is a delicate and sometimes very personal area. It was generally felt that the workshops provided a safe haven for dialogue and discussion.

The same was voiced with respect to the topic of biases and prejudices. Because the expression of such feelings tends to be politically very incorrect in today's university setting, workshop participants felt relieved to be able to externalize those feelings on safe turf, to deal with them in supportive company, and to move on to more constructive skill-building.

Changes in Professional/Personal Life

Workshop participants reported subsequent changes in professional life such as strengthened working relationships among colleagues unlike themselves, more inclusive approaches to program delivery techniques, heightened sensitivities to other cultures, and an awareness of expanded training needs and opportunities.

Those sensing later differences in personal lives related to the workshop experience cited the engagement of family members and friends in discussion of cross-cultural affairs, increased cross-cultural insights and sensitivities, greater self-awareness and understanding, personal outreach actions, and a quest for further education and self-development.

Summary and Conclusions

The demographic scenario facing Extension workers, whether in Washington State, the Pacific Northwest, or nationwide, is both dynamic and challenging. Changing ethnic and cultural expressions take place during mere segments of the careers of faculty members and staff personnel engaged with new clients and entire communities in transition. Language, values, dress, foods, sounds, music, habits, religious persuasion, festive expression, family organization, and a myriad other aspects of life are changing before the very eyes of Extension educators and change agents. It follows, then, that Extension workers must themselves welcome and participate in self-education and change in order to build the sensitivities and skills necessary for effective and productive outreach and engagement.

That is what Washington State University Extension has begun to accomplish. Traditional Anglo-American Extension workers have come a long way in a short time. Colleagues of diverse ethnic and cultural backgrounds in the ranks have lent significant support and provided valuable insights. Extension life in Washington State has become a real celebration of diversity and enrichment.

References

Brosnahan, A., & Lee, F. C. H. (2001). Charting a course through the culture storms: A cautionary tale. Journal of Extension [On-line], 39(2). Available at: http://www.joe.org/joe/2001april/iw4.html

Dorsey, M. (2001). Achieving diversity and pluralism: Our (sad) separatist model. Journal of Extension [On-line], 39(6). Available at: http://www.joe.org/joe/2001december/comm1.html

Ludwig, B. F. (2002). Global in our backyard. Journal of Extension [On-line], 40 (2). Available at: http://www.joe.org/joe/2002april/comm1.html

Schauber, A. C., & Castania, K. (2001). Facing issues of diversity: Rebirthing the Extension Service. Journal of Extension [On-line], 39(6). Available at: http://www.joe.org/joe/2001december/comm2.html

Creating Productive Meetings

Jane Haskell
Associate Extension Professor
Waldo Maine
jhaskell@umext.maine.edu

Jonathan Prichard
Associate Extension Professor
Sanford, Maine
jonp@umext.maine.edu

University of Maine Cooperative Extension

Have you ever imagined somebody--anybody--rescuing you from the frustration and grind of an unproductive meeting? We all have suffered through ineffective meetings. Two members of an Extension program leadership team offered to serve as co-facilitators and developed a replicable process for transforming their team's meetings over time.

Any small group is akin to a small business. Groups grow or die; change or fail to thrive; meet new challenges or fall behind (Bangs & Pinson, 1999). For a group to thrive and meet new challenges effectively, it needs to develop methods for planning and running meetings, interacting, and making decisions.

By developing such methods, the Maine 4-H Program Leadership Team (4-H PLT) evolved into a cohesive group, with a common vision for an effective, efficient, and productive working team, while maintaining a sense of passion and fun for its work.

When to Intervene

A group generally knows when it needs to change. Signs include group members consistently complaining of being exhausted following meetings, a feeling that "nothing seems to get accomplished" by the group, and declining attendance numbers (Kelsey & Plumb, 2001; Bens, 1999). The need for change becomes self-evident. An unspoken consensus builds among group members that change must occur.

Why Wait?

A common mistake of ineffective groups is that they will wait for a "savior" or identified leader to rescue them from themselves. Don't wait. Creativity and innovation can emerge from anywhere within an organization or group. Indeed, a function of strong leadership is to encourage group members to create and innovate from within and to feel welcomed to "step into the breach" where needed (Chappell, 1999).

The Change Process

Replicable Facilitation Processes

In Maine, the 4-H PLT was transformed by two group members who stepped forward and used traditional facilitation processes to strengthen the group. Any group can replicate these facilitation processes:

• Contract with the group to plan and manage meetings, to serve as co-facilitators, and to plan and design agendas before each meeting.

• Refine group process through interactive and ongoing evaluation.

• Institutionalize meeting management and facilitation through a train-the-trainer model.

  • Require participants submitting agenda items to include detailed issue statements, expected discussion outcomes, decision-making methodology to be used and time desired.

  • Design agendas to balance intense work with lighter work. Incorporate peer recognition, interactivity and multiple methodologies.

  • Arrange for new facilitators to complete a 20-hour training, observe the primary facilitators and co-facilitate with a trainer over a 12-month period.

  • Establish a consistent format for agenda. Incorporate attached files with additional information such as past minutes or decisions, tables or background reading.

Ground Rules

While group facilitation is a science, it is also an art. At its core are the self-regulating agreements, or ground rules, made among group members. Roger Schwarz notes that some groups are unable to pull together, tackle difficult tasks, and solve problems, while others can. One difference, he says, may be the presence of ground rules in effective groups.

Schwarz suggests that the development of ground rules be based on three values:

• Valid information
• Free and informed choice
• Internal commitment

These three values reinforce each other. Group members require valid information to make informed choices. When they make free and informed choices, they are more likely to be internally committed and, as a result, more likely to monitor their decisions to ensure they are implemented effectively.

The Response to Change

Improvements to the Maine 4-H PLT meetings were grounded in these three core values and the replicable process. Groups operating with similar norms may expect improved effectiveness. When embraced by the Maine team, the values of valid information and free and informed choice produced these results:

• Creative interaction by all group members, including
  • Initial contracting with the facilitators,
  • Creation of agendas, and
  • Supporting group work with positive interactions.
• Fewer discussion tangents and digressions during meetings.
• Active interventions and naming of behaviors modeling healthy group process.

These first two values in turn create the third value of internal commitment. In the Maine 4-H PLT, "internal commitment" manifested as:

• Greater group responsibility for itself and self-regulation of its members,
• Increased attendance,
• Decreased tendency of members to stay mired in negative history, and
• A safe atmosphere that allowed differences and frustrations to surface and be heard and be accepted, allowing the process to keep moving forward.

These three values--valid information, free and informed choice and internal commitment--not only provided the basis for the ground rules; they also supported the replicable process.

• The primary facilitators opened their planning process to observation so new facilitators were able to make informed decisions about commitment to a facilitation role.

• Agenda templates allowed any combination of co-facilitators to create a consistent meeting format.

• Outcome-based agenda templates provided valid information with which decisions could be made.

Summary

Unproductive groups can be transformed. When a consensus--often silent--builds among group members that change is needed, individuals recognizing the need for change can step forward and offer to serve as co-facilitators. In the Maine 4-H PLT, well-planned and facilitated meetings with clear ground rules and early successes provided the groundwork for a replicable process for transforming meetings. By creating early successes, we built support for positive change. Meetings became more effective and enjoyable and group cohesion and output were improved.

References

Bangs, D. H., Jr., & Pinson, L. (1999). The real world entrepreneur field guide: Growing your own business. Chicago, IL: Upstart Publishing Company.

Bens, I. (1999). Facilitation at a glance. Salem, NH: Association of Quality and Participation/GOAL/QPC. 109-110.

Chappell, T. (1999). Managing upside down: The seven intentions of values-centered leadership. New York, NY: William Morrow and Company, Inc., 19-20.

Kelsey, D., & Plumb, P. (2001). Great meetings! How to facilitate like a pro. Portland, ME: Hanson Park Press. 25-27.

Schwarz, R.M. (1995). Ground rules for effective groups. Chapel Hill, NC: The University of North Carolina. From Schwarz, R.M. (1994). The skilled facilitator: Practical wisdom for developing effective groups. San Francisco, CA: Jossey-Bass, Inc.

Holistic Pest Management Program for Master Gardener Volunteers

David H. Samples
Extension Agent, Agriculture & Natural Resources
Jackson County
samples.1@osu.edu

Christopher D. Penrose
Extension Agent, Agriculture & Natural Resources and 4-H Youth Development
Morgan County
penrose.1@osu.edu

Ohio State University Extension

Introduction

Most County Extension Offices receive large numbers of requests for information and assistance in resolving home and farm horticultural problems. One southern Ohio county, Athens, has recorded more than 2,000 requests per year, with many seeking organic solutions to their problem. Answers provided to clientele include cultural practices, the importance of positive identification of the problem, and organic recommendations with a least toxic chemical option if warranted. With the introduction of the Athens County Master Gardener program in 1997, it became clear that instruction in comprehensive pest management programs for volunteers was essential.

Background

Interest in the use of sustainable practices for farm, landscape, and home pest control continues to increase. The use of chemical control options can be an emotional issue, and the lack of unbiased, scientific research supporting non-chemical or holistic pest control solutions can prevent the adoption of integrated pest management practices that include the selection of least toxic compounds and potential organic options.

The use of a planned holistic pest management program that considers the environmental impact of all courses of action is foreign to many people. The control method frequently chosen can be more environmentally damaging than the use of a scientifically based, chemical control measure. This lack of knowledge and existing attitudes in the pest control equation led to the development a viable holistic pest control program that provides a systematic approach to pest control practices with resources and a framework that can be adapted to clientele with varying backgrounds and interests.

Method

Ohio State University Extension publishes numerous publications that provide information on controlling pests. Over 350 Home, Yard and Garden Fact Sheets are available to address specific issues related to fruit, vegetables, lawn, ornamentals, insects, and diseases. All of these publications are available at http://ohioline.osu.edu.

A search of available resources identified Controlling Crop Pests and Diseases, (Rappaport, 1993) as a source for the framework to design a program addressing cultural, organic, and chemical solutions relevant to temperate and tropical regions. Other publications incorporated into the curriculum were Common-Sense Pest Control (Olkowski, Daar, & Olkowski, 1995), Natural Enemies of Vegetable Insect Pests (Hoffman & Frodsham, Cornell Cooperative Extension, 1993) and Integrated Pest Management Recommendations for Commercial Vegetable Production (Cornell Cooperative Extension Publication, 1999). These books provide comprehensive information on natural pest control, integrated pest management, beneficial organisms, and pests in the home and garden.

Another component needed to complete this program was a source of unbiased information on the potential toxic effects of pesticides on humans and wildlife, their persistence, and potential for future problems. The source utilized was Extoxnet (Seyler, Rutz, Allan, & Kamrin, 1994), a project of Cornell Cooperative Extension, Michigan State University, Oregon State University, and University of California at Davis. This publication consists of Pesticide Information Profiles (two to five pages) of each pesticide's toxic effects and their expected actions in the environment.

The core program was developed to address three specific pests: insects, diseases, and weeds. Pest identification, damage, and life cycles are the first topics addressed in the curriculum. Basic cultural practices and organic and least toxic chemical options are subsequent topics covered. From this framework, programs have been be adapted to various audiences by utilizing examples that are familiar to that specific group.

Results

To improve the effectiveness of the program, surveys of satisfaction and end of meeting evaluations were used. With the demonstrated success of the Master Gardener program as a viable outreach tool for Extension, a more formal evaluation, assessing the change in participants' knowledge and attitudes was needed to assure desired outcomes.

A pre- and post-test instrument was developed, with the results used to measure these changes and make modifications in the curriculum. The tool was tested for reliability and validity in 1997 with groups of Master Gardener participants and peers. Subsequent to this testing, it was administered to four groups (N=54) with various backgrounds beginning in 1998. This instrument is presented in Figure 1.

Results from 4 years of this survey demonstrate participants' knowledge and attitude change. For example, more participants (67%) ranked positive identification of the problem as their first step in a control program on the post-test compared to pre-test (56%) responses. Similarly, following instruction, 87% recognized the value of basing insecticide purchases on expert recommendations and product toxicity compared to 80% before, while only 13% of post-test respondents would base purchase decisions on what worked in the past compared to 21% of pre- test respondents.

Conclusions

Extension's stated mission is to provide research-based information that can have a positive impact on the lives of our clientele. In some cases, scientific evidence has not been present to address emotional issues such as this and be accepted by a broad range of consumers. Holistic pest management programs have been taught more than 20 times since mid 1998 to commercial producers, landscape and turf specialists, industry specialists, college classes , civic organizations, garden clubs, and Master Gardeners. Adoption of this framework has replaced emotion with scientific, researched-based information and allows flexibility to adapt the program to different audiences with a wide range of convictions in most geographical locations.

References

Hoffman, M. P., & Frodsham, A. C. (1993). Natural enemies of vegetable insect pests. Ithaca, NY:Cornell University

Integrated crop and pest management recommendations for commercial vegetable production. (1999). Ithaca, NY: Cornell University

Olkowski, W., Daar, S., & Olkowski, H. (1995).Common-sense pest control. Newton, CT: The Taunton Press

Rappaport, R. (1993). Controlling crop pests and diseases. London, UK: Macmillan Press

Seyler, L. A., Rutz, D. A., Allan, J. W., & Kamrin, M. A. (1994). Extonet. Ithaca, NY: Cornell University

An Educational Program Model for Pork Producers Pursuing Value-Added Marketing Opportunities

M. Todd See
Associate Professor, Extension Swine Specialist
North Carolina State University
Raleigh, North Carolina
Todd_See@ncsu.edu

Introduction

Pork producers are aggressively pursuing value-added marketing opportunities. Historically, pork producers have focused on commodity production, achieving profit by keeping costs low. Currently, the market is gearing up to continuously monitor consumer preference information and respond with unique quality bundles that different consumer groups demand (Buhr & DiPietre, 1997). An Extension program was developed to assist producers who are targeting products toward markets with value-added attributes. In order to maintain these markets when established, the pork must be of a consistent, high quality.

Approach and Outcome

Consumer Preferences

Consumer quality preferences are generally placed upon color, marbling, pH, and drip loss. Color as measured by the Minolta Colorimeter has a subtle but important impact on consumer purchase decision. Most consumers prefer a bright reddish-pink color in fresh pork (49). Pork cuts that are too dark (31), too pale (61), or too variable in color within a package or within the meat case, may lower consumer perception of quality.

Marbling has been related to flavor, juiciness, and tenderness. Pork with a higher marbling score (1 = low to 10 = high) would be expected to produce meat with better eating quality. However, consumers differ in their preferences for marbling based on attitudes toward eating quality versus increased calories associated with increased marbling.

Drip loss is associated with the firmness and wetness of the meat. Not only is high drip loss unattractive, it can result in excessive cooking losses and drying of meat during cooking.

Ultimate pH is not a pork quality measurement in itself, but is highly correlated to color, drip loss, and eating quality traits. As pH declines below the ideal range (5.8 to 6.2), pork becomes paler, softer, and higher in drip loss.

Technical Evaluation

Market hogs (n = 354) from 11 producers were evaluated for hot carcass weight, lean composition, and pork quality. The right loin from each carcass was measured for pork quality, fat depth, and loin area (National Pork Board, 2000). In addition, loins were classified as red, firm, and normal (RFN); red, soft, and exudative (RSE); or pale, soft, and exudative (PSE). Differences in pork quality measurements among producers were evaluated using general linear models. Chi-square analysis was used to test differences in distribution of pork quality classification across producers.

Producer Results

Carcass composition differed by producer (P < 0.001), ranging in fat free lean percentage from 46.4 to 56.0. Average backfat depth ranged from 21.1 to 28.4 mm across producers. In addition, loins from different producers significantly differed in all quality measures (P < 0.001). Across producers, loin drip loss percentage ranged from 2.03 to 5.53, Minolta color ranged from 51.7 to 58.9, ultimate pH ranged from 5.66 to 6.19, and marbling score ranged from 1.3 to 2.3. Pork quality classification also differed by producer (Figure 1; P < 0.01).

Figure 1.
Percentage of Pork Loins Classified as Red, Firm, and Normal (RFN); Red, Soft, and Exudative (RSE); or Pale, Soft, and Exudative (PSE) by Producer

Pork Quality Control Points

A 16-step assessment program was developed to assist producers in enhancing quality. To optimize pork quality a producer should be able to answer yes to each question.

1. Are market hogs a minimum of 25% Duroc or other approved breeds?
2. Does the genetic supplier(s) provide quality information and utilize available genetic selection tools.
3. Are animals free of the Hal 1843 genetic mutation?
4. Are animals that contribute to marbling without increasing external fat utilized?
5. Have you completed training on "Effect of genetics on pork quality"?
6. Are pigs accustomed to human presence?
7. Has the use of electric prods been minimized?
8. Are handling and loading facilities designed to minimize stress?
9. Are health stressed animals separated?
10. Are pigs grown to maximum weight to maximize marbling?
11. Have truckers been certified in "Trucker Quality Assurance"?
12. Have electric prods been eliminated during loading and unloading?
13. Are only flat floor trailers utilized for transport?
14. Is appropriate space provided when trucking?
15. Is weather monitored and transport times and space adjusted accordingly?
16. Have workers completed training on "Animal Handling"?

Educational Program

Results were shared with producers during an educational program that described quality measures, presented individual results, and described methods to improve quality at the farm level. Each producer received all data from their farm, a written summary of their product evaluations, and a list of suggested management changes.

A presentation was prepared and presented that described in detail pork quality measurements, production practices that impact pork quality, consumer information and trends, observed carcass composition, and loin quality. Producers were able to learn recommended production practices and share knowledge among their peer group.

Impact

This group of pork producers has used this information to individually make changes on their farms to improve quality. Moreover, this producer group has developed a branded product and a successful marketing program. This program incorporates quality assessments and continuing education as part of their value-added attribute bundle. This pork has been well received by wholesalers, retailers, restaurants and consumers.

Conclusion

Pork producers were able to learn more about their product, make comparisons, and share information in a peer group and to learn recommended production practices that will improve their products quality attributes. This program has helped pork producers improve pork quality, gain entry into value-added markets, and secure repeat sales.

References

Buhr, B., & DiPietre, D. (1997). Front end guidance for value-added networks. National Pork Producers Council, Des Moines, IA.

National Pork Board. (2000). Pork composition and quality assessment procedures. E. Berg (Ed.). National Pork Board, Des Moines, IA. #04412.

Family Camp: Strengthening At-Risk Families Through Adventure-Based Initiatives

Alayne Torretta
County 4-H Agent
Rutgers Cooperative Extension of Warren County
Belvidere, New Jersey
torretta@aesop.rutgers.edu

Families who meet any of USDA's poverty risk factors typically have children who are susceptible to a number of negative outcomes such as child abuse and neglect, substance abuse, crime, teenage pregnancy, violence, poor health, and underachievement (Sherman, 1998). Family camp was specifically designed to strengthen at-risk families.

According to the 1990 U.S. Census Current Population Reports, individuals are considered to be at risk if they meet one or more of the poverty risk factors:

1. Participation in a public assistance program,
2. Family income falls below the poverty threshold, and/or
3. Family income is less than 75% of the state or county median income.

The family-strengthening program attempts to incorporate skills that, according to U.S. Department of Justice, Office of Juvenile Justice Delinquency and Prevention (USDJ, 1998), deter these negative outcomes, including improving communication among family members, increasing trust, and redefining values.

The basic structure of Family Camp's delivery mode centers on adventure-based counseling techniques (Rohnke, 1995; Schoel, Prouty, & Radcliffe, 1988), which focus on building skills such as trust, communication, and positive self-concepts through activities, games, and discussions (Schoel, Prouty, & Radcliffe, 1988). Individuals are involved in the whole "human experience," including thinking, feeling, and doing (Schoel et al., 1988). The goal of this voluntary program is for individuals to enhance their strengths by learning, growing, and developing through experiential activities.

Funding for the program came from the New Jersey Children Youth and Families At-Risk (CYFAR) State Strengthening (STST) Initiative. Eligible families resided in New Jersey's identified CYFAR STST communities. Recruitment for Family Camp consisted of flyers distributed through the CYFAR STST Local Coalitions and inclusion in the local Housing Authorities' newsletter. In addition, Extension staff recruited participants in the community garden projects in the Housing Authority and distributed flyers at the elementary schools where staff conducted school enrichment programs.

Twelve families participated in Family Camp from the three identified CYFAR cities in Dover, Paterson, and Phillipsburg. Four were Hispanic, four African American, and four Caucasian.

Program Description

In 2001, Extension faculty and staff received a 1-day training from the Family Camp coordinator covering the value of adventure-based counseling, the structure, and the goals for the weekend. The coordinator received 5-day adventure training from Project Adventure, Inc.

The vision of Family Camp is to provide experiential, hands-on activities in forging positive changes within the family structure. Karl Rohnke (1995) identifies four basic elements of a successful adventure experience: trust, communication, cooperation, and fun. Based on these elements, Family Camp goals are to:

1. Increase communication among family members.
2. Provide opportunities for family socialization and fun.
3. Identify barriers to positive communication.
4. Identify values the family feels are important.
5. Identify barriers to family values.
6. Provide opportunities in which the family may implement values.

To enhance the adventure experience, facilitators are responsible for ensuring that families achieve the four elements. Like all adventure programs with any audience, sequencing of activities is important when using challenge initiatives. It allows for a successful group experience with limited frustration while progressing to a heightened level of cooperation and safety. The problem initiatives, adventure games, and trust activities, when used in an appropriate sequential order, provide a framework in which the facilitators present new information and demonstrate concepts.

Recruited to facilitate the experiential activities for the program were well-respected adventure facilitators from one of the internationally recognized authority on adventure programming, Project Adventure, Inc. Chosen for their reputation in the field and abilities to work with children and families, these facilitators were the nucleus of the program.

To enhance bonding, family members are expected to share lodgings during the weekend. The goal of the first evening's programming is to help the individuals feel comfortable with the group and camp surroundings while the staff familiarize themselves with recognizing the family units on sight and assess briefly how families communicate and problem solve.

The next morning, families gather for the activities. During the next few hours (approximately 4 hours total, 2 before lunch and 2 after) of carefully sequenced ice breakers and socializing warm-ups, adventure initiatives, and trust activities, the participants begin the process of trusting, learning, and having fun.

A "Family Memory Book" activity internalizes for the families how to apply to their lives the concepts learned during the day (Torretta, 2003). It is an excellent supplemental activity for family-strengthening programs where strengthening healthy communication skills is the goal. All members of the family are encouraged to participate in the completion of the book. When sequenced after the families had the entire day of unique challenges in adventure programming, it prompts positive communication and interaction. Family members are less likely to be defensive or mask their feelings for fear of ridicule and can write freely about their emotions.

Supporting Recreation Activities

Non-structured recreational camping activities scheduled the evening of and day after the adventure activities provide a balance for the structured activities in order to ensure the fun and enjoyment of the camp experience, as well as offer an opening for rehearsal of newly learned concepts. These recreational activities become therapeutic in nature as they offer families an opportunity to implement newly acquired communication skills under the guidance and support of Extension staff.

Impact on Youth

Evaluation for the 2001 Family Camp consisted of a self-reported questionnaire in a pre/post test design for all family members who had completed third grade and above. Families completed the pretest before adventure activities began on Friday evening at the camp and again at 2 months post camp. There were not enough adult posttest survey responses to include in these results. Table 1 reveals that youth feel they are more aware of family members feelings, family patterns of communicating and of obstacles that "get in the way" of communication.

From the youths' perspective (Table 2), parents became more understanding, nurturing, and enthusiastic with their children, as well as becoming better role models.

Facilitation, metaphorically framing, and processing of activities is key in a successful adventure camp such as this. Allowing the participants to generalize an activity into their life cultivates fertile ground for making positive changes in their lives. Working with the family as a whole, positive changes are systemic, and there is a greater likelihood of sustainability.

There is potential for many different activities with family-strengthening qualities to provide an unlimited supply of fresh and challenging initiatives for families who attend more than once. Though a once-a-year experience may not resolve a ubiquitous family problem, it sheds light on the strengths that exist within that family that can combat the problematic situation and help prevent negative outcomes.

References

Rohnke, K., & Butler, S. (1995). Quick silver. Dubuque, IA: Kendell/Hunt Publishing Co.

Rohnke, K. (1989). Cowtails and cobras II. Dubuque, IA: Kendell/Hunt Publishing Co.

Rohnke, K. (1984). Silver bullets. Dubuque, IA: Kendell/Hunt Publishing Co.

Schoel, J., Prouty, D., & Radcliffe, P. (1998). Islands of healing: A guide to adventure based counseling. Hamilton, MA: Project Adventure Inc.

Sherman, A. (1998). Poverty matters: The cost of child poverty in America. Children's Defense Fund (http://www.childrensdefense.org).

Torreta, A. (2003). Using a family memory book to strengthen families. Journal of Extension [On-line], 41(6). Available at: http://www.joe.org/joe/2003december/tt1.shtml

United States Census. (1990). Current population report. United States Census.

United States Department of Justice, Office of Juvenile Justice Delinquency and Prevention. (1998). Effective family strengthening interventions. (Juvenile Justice Bulletin). Washington D.C.: Kumpfer, K.L., & Alvarado, R.

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