August 2005
Volume 43 Number 4

Research in Brief

Preparing Extension Educators for a Global Community

Kelli A. Selby
International Extension Program Coordinator
cameronselby@purdue.edu

Jerry L. Peters
Professor, Youth Development and Agricultural Education
peters@purdue.edu

David J. Sammons
Associate Dean and Director of International Programs in Agriculture
sammonsd@purdue.edu

Floyd F. Branson
Professor, Curriculum and Instruction
bransonf@purdue.edu

Mark A. Balschweid
Associate Professor, Youth Development and Agricultural Education
markb@purdue.edu

Purdue University
West Lafayette

Introduction

Changes in evolving demographics are a topic of discussion in most states, including Indiana, where the Hispanic population has increased 144% from 1990 to 2003 (U.S. Census Bureau, 2004). Indiana also has substantial involvement as a producer and exporter of agricultural products and other goods. In 2002, Indiana ranked 10th among all 50 states, with agricultural exports estimated at $1.7 billion (United States Department of Agriculture Foreign Agricultural Service, 2003).

Given world events during the past 2 years, characterized both by increased trade and worldwide terrorism, the reality of global interdependence has become widely recognized. A United States Department of Education policy (2002) states, "Vast numbers of U.S. citizens--particularly young Americans--remain dangerously uninformed about international matters. They lack even the rudimentary knowledge of world affairs and cultures beyond our borders that is necessary to lead America in today's global environment." (p. 2).

The benefits of global issue education are diverse and include among many important ones, new markets for farms and businesses, ensuring food safety, preserving environmental resources, and promoting healthy families and democracies. The global intertwining creates opportunities for partnerships, but it also creates vulnerabilities that may range from economic downturns to violence. The vulnerabilities create a need for increased political, social, and cultural sensitivity for everyone working in the food and agricultural sectors, (Andrews, Place, & Crago, 2001).

Currently, ad hoc staff development programs focusing on internationalization or multiculturalism occur at the state level in Indiana when the need arises or when the funds are available. Our programs have included an international theme at an annual conference, strategic planning committees tasked to discern an appropriate global role for Extension, and a variety of 1-day workshops (Sammons, Petritz, Branson, & Cameron-Selby, 2003). In addition, statistics exist for the diversity among Extension educators, however there are no formal records of staff who have traveled abroad or conducted internationally focused programs. Because of the lack of records, Purdue Extension cannot properly utilize these staff resources to further internationalize our programs. As funds tighten on county, state, and national levels, the international staff development opportunities must demonstrate a need by Extension educators.

Objectives

The objective of this study was to assess the current involvement, staff development needs, and barriers for Purdue Cooperative Extension educators relevant specifically to its international programming. The following research questions guided this study.

1. What amounts of international involvement, including travel, language, and programming experience, do Extension educators in Indiana possess?

2. What types of training do Extension educators feel they need in order to develop internationally related programming and to work effectively with diverse clientele?

3. What are the most preferred methods of in-service training for Extension educators related to the topics identified in question #2?

4. What do Extension educators identify as the most significant barrier for integrating an international perspective into future Extension efforts?

Methods and Procedures

A needs assessment study was conducted to determine the current involvement, training needs, and barriers for incorporating an international perspective in Extension. The survey population included all Extension educators (n = 260) employed by the Purdue Cooperative Extension Service in September 2003. The participants were employed in one or more of the four program areas: 4-H and Youth Development, Agriculture and Natural Resources, Consumer and Family Sciences, and Leadership and Community Development. Zoomerang, an online survey research tool, was used to obtain responses. An online survey was used because of its cost-effectiveness and the availability of computers and email to all Extension educators. The instrument for this study was a 17-item, researcher-developed questionnaire. Two questions regarding current involvement and barriers were used in the study and are adapted from a survey conducted by Ludwig (1999).

A panel of experts from international agriculture programs and agricultural and Extension education reviewed the survey items for content validity prior to dissemination to the survey population. To achieve high external validity, the study focused on obtaining a high response rate by surveying the entire population of Extension educators and by making it easy for them to respond. A few questions on the survey instrument were replicated from previous studies in other states to demonstrate the generalizability of this study for other Extension systems or for a different point in time. Responses to the survey were anonymous to reduce social desirability bias. Pilot testing was conducted using a stratified random sample of 12 Extension educators, representing all four program areas. Results from the pilot test were analyzed, and a few changes were made to clarify the wording of the questions.

Data were collected through a letter drafted by the study's authors and distributed via email by the Director of Extension to the listserv for all Purdue Extension educators. A Web address was included in the email to lead them to the survey Web site. A total of 174 responses were obtained, a 66.9% response rate. Three responses indicated "Leadership and Community Development" as their sole program area and were eliminated from the entire statistical analysis because there were too few responses to make any meaningful analyses. A program area category entitled "other" was created for all Extension educators who indicated they are employed in more than one program area. Data were stored and analyzed using SPSS for Windows, v. 11.5. Descriptive and inferential statistics were used to examine the data.

Findings

The respondents represented all four program categories. Forty-five respondents (26.3%) were categorized as "Other" because they indicated that they work in more than one program area, which may be any combination of one or two of the other program areas (i.e., Leadership and Community Development plus Agriculture and Natural Resources). Categorical demographic variables included gender, race/ethnicity, program area, and years employed in Extension and are summarized in Table 1.

Seventy-six percent of respondents indicated they had traveled outside the United States. There was no significant association between travel experience and program area. Respondents who had traveled outside the United States were asked to indicate all of the reasons they had traveled: 78.5% did so for leisure, while 25.4% had traveled for education/study abroad. The highest response for length of their longest travel abroad experience was less than 1 week. The respondents had traveled to 92 locations, with the highest frequencies to Mexico, Canada, England, and France. Only 13.6% of the 171 respondents indicated that they were able to communicate in a foreign language.

Fifty percent of respondents indicated they had "no current involvement" related to international aspects of Extension. However, approximately 20% incorporate an international dimension into current programming efforts. No significant difference was found between current involvement and program area.

The questionnaire proposed a list of 23 possible staff development topics to strengthen international competence. Table 2 shows the ratings of internationally focused staff development topics within program areas. Extension educators responded to the staff development topics according to their need using a five-point Likert-type scale. Inferential statistics were used to compare responses of training topics to Extension program areas. These analyses showed that there was a significant difference among program areas on training topic score for 19 of the 23 training topics. The most significant difference occurred in the training topic "Family life & childcare issues for new community groups." Overall, respondents in the CFS program area were more apt to rate all of the staff development topics higher than the other program areas, and ANR respondents were more apt to rate the topics lower than the other program areas.

Respondents were given a list of nine learning methods and asked to mark all they would prefer to use for the international Extension training topics. Workshops had the highest frequency of response (96), followed by newsletters (83), and Web pages (82). Case studies were the least preferred method (24). Additional methods were submitted by respondents and included: mentors, hands-on learning, annual staff development conference workshops, and a public Web site that clientele can visit.

Respondents were also asked to identify the one barrier that most inhibits incorporating an international perspective into future Extension efforts. The most significant barrier cited was "not a priority," indicated by 42 respondents (24.9%). Further analyses showed no significant difference in barriers indicated across program area, gender, years in Extension, or previous travel experience. The results of the identified barriers were then compared with the results from the Ludwig (1999) study. Both studies identified lack of time, not a programming priority, and lack of experience as the top three barriers.

Conclusions

A substantial number of Extension educators have international travel experience, mainly for leisure. However, the majority of respondents are not currently involved with incorporating international aspects in Extension programming. No significant difference was shown between current involvement with international perspectives and program area. Respondents indicated that the greatest barriers to their involvement are that it is not a priority, they lack expertise, and/or lack time.

Training related to the demographic changes in Indiana and the U.S. is most needed by Extension educators. A significant difference (p < .001) was found between training need and program area. Respondents in the CFS program area consistently rated training topics higher. It is unclear if this higher rating indicates a greater need by CFS educators for training or if they value the international perspective in Extension as more important than do ANR educators. Workshops, newsletters, and Web pages are the most preferred methods to learn about incorporating international aspects in Extension.

Recommendations

As with any new endeavor, it is important to grasp an understanding of the circumstances that surround the situation before investing human and financial resources. With this research and better understanding of our staff and their needs, the following four recommendations can be developed to appropriately equip Purdue Extension educators with the tools they need to work with international aspects of Extension.

A barrier identified by the study was a lack of experience. The first recommendation is to provide staff development programs, which are necessary in order for Extension educators to enhance their capacity and increase their confidence for working effectively with underserved clientele and with understanding complex global issues. Extension educators need both technical and communication skills to work with clientele, which continues to become more diverse, in addition to an understanding of global knowledge and skills. Staff development programs must be creative in nature in order to provide quality multicultural and international experiences for Extension educators without requiring that they leave the United States in every instance.

Based on another barrier identified in the study, it is clear that Extension educators do not view the international aspects of Extension as a programming priority. The second recommendation is for all Extension leaders to be enthusiastic, provide opportunities for learning, and stress the need to incorporate new clientele audiences in order for the international Extension effort to progress. This effort stretches beyond Extension administration to the county Extension boards that must also become involved in this effort. Both the Extension boards and administration will need to provide fiscal support for curriculum, staff development, and travel opportunities for staff.

Third, it is recommended that Purdue Extension examine their hiring system to determine methods to recruit a more ethnically diverse staff that mirrors the clients served in Indiana. This may include reviewing job descriptions and locations when vacancies are advertised. Opportunities such as job shadowing programs, mentoring, or internships should be considered to introduce Extension as a profession to diverse audiences. Extension educators must also become accountable for international Extension perspectives through their annual performance review. In order for this to happen, district directors and county Extension directors will also need to be held accountable for encouraging the incorporation of international aspects in Extension.

Because such a large percentage of respondents had traveled abroad, the fourth recommendation is for Purdue Extension to assist the educators in applying their personal travel experiences to their job position. This may be done with minimal cost by using opportunities for staff development within the state through the diverse cultural festivals, restaurants, and businesses that currently exist. By having Extension educators visit and work with these different entities, an international and multicultural experience can occur without leaving the borders of the state.

For further research, it is recommended that Purdue Extension administration and Extension boards be independently surveyed and results examined to determine if administration's expectations and ideas differ from those of field staff. A four-point Likert-type scale may also provide additional insight, by eliminating the "uncertain" option for training needs. Another possible area for research is the differences among program areas for staff development needs. Respondents in the Consumer and Family Sciences (CFS) program area consistently rated the training needs higher than Agriculture and Natural Resources (ANR). Future research may attempt to determine if this occurred because CFS is focused more on people and ANR is focused more on science or if this occurred because of the gender differences in the program areas.

Other states may find the survey used in the study helpful as they begin to engage in international extension activities and plan for future programming. Cooperative activities between states are encouraged to combine human and financial resources for workshops, curriculum, and opportunities for international travel. Extension internationalization efforts will enable communities to live and work more productively. Once Extension is "internationalized," an international outlook will not be considered an independent focus. Instead, it will be integrated by all Extension educators into all program areas and all programming efforts.

References

Andrews, M. P., Place, N. T., & Crago, N. E. (2001). A globally focused Extension service. In F.L. Brewer (Ed.), Agricultural Extension systems: an international perspective (125-151). North Chelmsford, Massachusetts: Erudition Books.

Ludwig, B. G. (1999). Globalizing Extension professionals. Journal of Extension [On-line], 37, (4). Available at: http://www.joe.org/joe/1999august/rb5.html

Sammons, D., Petritz, D., Branson, F., & Cameron-Selby, K. (2003). Globalization begins at home: Purdue Extension case study. Poster session presented at the National Initiative to Internationalize Extension meeting. East Lansing, Michigan.

STATS Indiana. (2004). Indiana in depth profile. Retrieved January 25, 2005, from http://www.stats.indiana.edu/profiles/pr18000.html

United States Department of Education. (2002). A new international policy for the U.S. Department of Education. Retrieved January 31, 2005, from http://www.ed.gov/about/offices/list/ous/international/ed_policy_1.pdf

United States Department of Agriculture Foreign Agricultural Service. (2003). Trade and agriculture: What's at stake for Indiana? Retrieved November 22, 2003, from http://www.fas.usda.gov/info/factsheets/WTO/states/in.html

Assessing the Educational Needs and Interests of the Hispanic Population: The Role of Extension

Susan Farner
Department of Community Health
University of Illinois at Urbana-Champaign
sfarner@uiuc.edu

M. Elena Rhoads
Department of Community Health, College of Medicine
University of Illinois at Urbana-Champaign
mrhoads@uiuc.edu

German Cutz
University of Illinois Extension
cutz@uiuc.edu

Barbara Farner
University of Illinois Extension
farnerb@uiuc.edu

The Hispanic population is the fastest growing and largest minority group in the United States. This rapid population growth is also reflected in Illinois, where the percent of the total Hispanic population has increased from 9.6% in 1996 to 13.4% in 2002 (US Census Bureau, 2002). For this population to thrive in Illinois, service agencies must assess the needs and interests of the Hispanics and strive to provide appropriate educational programs.

There are several barriers to effective adult education in this population. The first is the language barrier. Agencies lacking bilingual and bicultural staff are limited in reaching the Hispanic population. Another barrier is that Hispanics are among the least formally educated minority groups, with only 52.4% receiving a high school diploma, compared to the national average of 80.2% (US Census Bureau, 2002). These characteristics, combined with a rigorous work schedule, make providing adult education opportunities to this population a challenge to service agencies.

A review of the literature revealed a paucity of studies examining the particular educational needs and interests of this population. University of Illinois Extension was interested in determining how best to facilitate adult education in this population. Focus groups were conducted in urban counties in northeastern Illinois in which 92% of the Hispanic population of the state resides. Bilingual staff conducted the study to allow the Spanish-speaking participants to discuss their needs and interests in their own words. The focus groups addressed the following areas: what information is needed and what is an appropriate design for the educational session?

Methods

A qualitative approach using focus groups was planned and executed according to suggestions in Morgan and Kreuger's Focus Group Kit (Morgan & Krueger, 1998). Discussions were designed to explore the kinds of information Hispanics wanted to receive from organizations such as University of Illinois Extension and the best method of delivery.

Focus groups were selected as the preferred method because they allow a comfortable approach to obtaining information directly from the Hispanic participants. Participants are able to share information without feeling compelled or driven to specific answers. The answers come through a discussion of topics rather than a formal interview or a limited survey (Malek, 2002).

Two focus groups were conducted in two different sites, each consisting of 7 participants (3 female, 4 male). Ages ranged from 18-60 in each, and both groups had similar age representation. Researchers targeted participants in a basic computer class provided by University of Illinois Extension. The participants for one of the computer course had been recruited via flyers that were distributed by a local Hispanic coalition. A community leader for the Hispanic population was also involved in direct recruiting of participants. The other group of participants was recruited through a local church where the meeting was held. The participants had basic reading and writing skills with little computer experience.

After gaining access to the population, researchers conducted their study at the end of the weeklong course. A fluent Spanish-speaking graduate student who has worked with low-income Hispanic populations for several years conducted the focus groups in Spanish. Focus groups were held in a separate room before the class began. At least one other researcher was present, and the discussions were audio taped. An Extension educator who is a native Spanish-speaker reviewed the transcriptions to ensure accuracy of translation. The translated material was also reviewed for content by the researchers who had attended the focus group sessions.

Results

Educational Needs

Similar results were gleaned from both focus groups in terms of requested information and method of delivery of the educational session. The participants were eager to learn about various topics such as nutrition, management, and prevention of diseases (i.e., diabetes and heart disease); financial information; improving English language; and computer skills.

Both groups indicated an interest in nutrition and healthcare by giving examples of how this knowledge would benefit them personally. One group member in the first session described his wife who has diabetes and how he would like to learn more about nutrition to help her. One man in the second group told of his recent experience that made him interested in health and nutrition:

Two weeks ago, I went to the doctor, and it turns out that I have high cholesterol. He told me, 'do you eat this and this?' 'Well, yes.' I didn't know. And I have high cholesterol. Sometimes Hispanics don't know, and it is very important.

The need for financial information was discussed in both groups. Many Mexicans come to the United States to work and save money but have not received information on how to manage personal finances. One man stated,

I think we are not prepared financially, educated to do it, in part because we have very low wages. Sometimes what you make is what you spend, and sometimes you do not know how to save it, and here it is different.

There was total agreement that learning English is essential to their success in this country. The participants realize they need to be exposed to an English-speaking environment to increase their comfort with the language to give them access to better jobs and other opportunities. One participant responded to another's hesitating to use English by saying,

. . . we came to this country, we know that in this country we need to speak English, and it is our obligation to learn English, so, for one to take advantage of everything that is here, one must learn English, if you don't want to, well, don't say you can't."

Another said,

It is essential that we know or learn this language. . . there is much need for this. Many times people go to different public places and have to take their children so that they can translate for them because he does not know . . .

Participants were eager to take more computer classes because this knowledge would give them an opportunity to obtain better jobs in addition to benefiting their personal lives. One woman stated,

Well, for example, the computers, this is very basic. I think there is much more to learn, and another thing, for example, typing, many people are slow so how ... a more intense course, more . . . how to learn more in depth about the computer, other programs.

Methods of Delivery

The best method of delivery of information was discussed in both focus groups. Researchers were interested in learning how best to reach the Hispanic population with useful information. The majority in each group decided that structured classes are the best way to present material. Because their schedules are rigorous and home life often busy, they preferred taking a class outside of the home. They agreed that hands-on work was the best way for them to learn and that having an instructor in the classroom was beneficial for them. When one member brought up the need to have time to practice the skills they were learning, another agreed and stated,

Yes, I think that is good . . . we asked for a book and with other classmates we were going to practice that way, to continue, but there are times that because we are alone we get stuck because we didn't know how to do it . . .

Another added,

Yes, it's better to be in a class with an instructor that is telling you because many times if you give us a book or a paper and we go home, sometimes time goes by doing other things and even thought the book is there . . ., but one is more interested when he is in class and is doing the things during class.

From the discussion, it appears that the best format for this group is classroom-based instruction with hands-on work.

The groups agreed that evening times are better for classes because of work schedules and that childcare is often an issue. However, one suggested that, although time is a barrier, if the individual is interested in the class her or she should make the time: "One makes [time]...if there is not [time], you make it." This suggests that although there are scheduling issues that need to be addressed in order to make programs available to Hispanics, it is more important to provide information that they find interesting and useful.

There was also agreement that they would be willing to travel to an unfamiliar location and to pay what they could afford in order to receive information on topics of interest. One woman said in response to the discussion about whether getting to a site where a class is offered was a barrier, "Let's say this . . . it depends on the interest of the person learning . . . it doesn't matter, even walking, if my desire is to better myself, it doesn't matter."

It was suggested to place advertising for courses in local churches where services in Spanish are held and in grocery stores that serve the Hispanic population. In some areas, there are radio or television stations that might be willing to help advertise as well. The participants stated that it is important to build relationships with these local organizations and businesses to strive to increase the credibility of the agency providing the programs and increase participation from the community.

Discussion

The study described here showed that Hispanics in Illinois are very interested in increasing their knowledge in a variety of topics. Both groups were eager to learn new material and were willing to make sacrifices in order to participate in these classes. Although location and access is important, it is not an overwhelming constraint on participation. The need for and interest in the material to be presented was the main driving force for people to attend educational sessions. The two different groups had similar interests in terms of the educational material to be offered, which included computer classes, financial and nutritional information, and English classes.

University of Illinois Extension has a unique opportunity to provide educational sessions to address the topics the participants requested. The educators in the state have developed much of the subject matter requested by the participants, and the location of Extension in every county provides access to the Hispanic population located in rural as well as urban areas.

The University of Illinois Extension Nutrition and Wellness team has developed educational material for reducing the risk of early onset of diabetes and heart disease and the problem of living with diabetes once the diagnosis has been made. This material is being translated into Spanish, and classes are being developed.

The Family and Consumer Economics team currently has a personal finance class that can be expanded to reach the Hispanic community. The course may require some changes to meet the special needs of the population, but with additional discussions with the Hispanic community, the potential for meeting this need is evident.

Continuation of the current computer classes in which the participants were enrolled must be a priority. There is a large demand for this class because many Hispanics see the need for computer knowledge in their workplaces and their personal lives. Participants were eager to take more advanced courses after completing the beginning computer class.

The importance of developing a relationship with this ethnic group to increase participation in planned events cannot be overstated (Albert, 1996; Skaff, Chelsa, Mycue, & L, 2000). Escobar-Chaves et al. cite experience with one research study during which the researchers had extensive contact with participants in order to retain women in the study. The investigators used bilingual, bicultural staff and found that working with community members was helpful in retaining participants.

It was found that Hispanics are more willing to participate in activities, if urged to do so by others whom they trust (Escobar-Chaves et al., 2002). This emphasizes the need for the agency sponsoring an activity to work with respected local groups and organization. Delgado states the importance of initiating research with co-sponsoring institutions that are visible locally to the community to give the project legitimacy. Having several institutions to sponsor the research, given the institutions have a positive relationship with the community of interest, will help ensure the project meets minimal resistance from the community (Delgado, 1999). The need for agency cooperation should translate to adult education as well as research. Extension should generate this familiarity because of the variety of classes currently offered in the community and the relationships already established with other local agencies.

Limitations

This study is limited because the two groups involved were convenience samples of adults taking a computer course. These participants were highly motivated and willing to take courses to improve their status. The small number of focus groups also limits the diversity of the participants. Therefore, the study groups may not necessarily represent the Hispanic population in the area, much less the entire population in the state. More focus groups in other areas of the state will be needed to further assess the needs and interests of this population.

Conclusion

Although the number of participants was small, the study presents evidence that Hispanics are motivated to learn and to seek classes in which they are interested. Because Hispanics encounter barriers to attending adult education classes due to their lower socio-economic status and lack of fluency in English, it might be easy to conclude that they are not interested in learning and improving their situation. However, the participants in the study indicated that they were willing to make sacrifices in order to attend classes and are likely to do so if the classes are offered to them. University of Illinois Extension has the potential to provide this rapidly growing population with educational classes to address health concerns, financial issues, and computer literacy. The study explored how best to serve Hispanic communities through adult education so agencies could use the results to develop educational services for this underserved community.

References

Albert, R. (1996). A framework and model for understanding Latin American and Latino/Hispanic cultural patterns. In D. Landis & R. Bhagat (Eds.), Handbook of intercultural training. Thousand Oaks, CA: Sage.

US Census Bureau (2002). Population characteristics. Washington, D.C: US Census Bureau. Available at www.census.gov.

Delgado, M. (1999). Involvement of the Hispanic community in ATOP research. Drugs and Society, 14, 93-105.

Escobar-Chaves, S., Tortolero, S., Masse, L., Watson, K., & Fulton, J. (2002). Recruiting and retaining minority women: Findings from the Women on the Move study. Ethnic Disparity, 12(2), 242-251.

Malek, F. (2002). Using the focus group process to assess the needs of the growing Latino population. Journal of Extension [On-line], 40(1). Available at: http://www.joe.org/joe/2002february/tt2.html

Morgan, D., & Krueger, R. (1998). Focus group kit. Thousand Oaks: Sage.

Skaff, M., Chelsa, C., Mycue, V., & L, F. (2000). Lessons in cultural competence: Adapting research methodology for Latino participants. Journal of Community Psychology, 30(3), 305-323.

Consumer Knowledge and Perceptions About Organic Food

Carolyn Raab
Professor, Food and Nutrition Specialist
Extension Family and Community Development
raabc@oregonstate.edu

Deana Grobe
Research Associate, Family Policy Program
Human Development and Family Sciences
Deana.Grobe@oregonstate.edu

Oregon State University
Corvallis, Oregon

Introduction

Organic is one of the fastest growing agricultural markets in the U.S. (Zehnder, Hope, Hill, Hoyle, & Blake, 2003). Respondents to a nationwide survey believed that organic foods are better for the environment (58%) and better for health (54%) (Whole Foods Market ®, 2004). In addition, 57% believed that buying and using organic products is better for supporting small and local farmers. An understanding of consumer perceptions and practices can be useful for marketing organic food to these potential customers.

Standards for foods identified as "organic" have differed around the country. The Oregon legislature passed the nation's first organic labeling law in 1973 (State of Oregon, 1973). These regulations prohibited use of herbicides, insecticides, fungicides, rodenticides, and growth regulators for a minimum of 36 months prior to harvest. Neither processed nor non-processed foods could be labeled "organic" if there was pesticide residue in excess of standards.

The adoption of USDA's National Organic Standards in October 2002 (U.S. Department of Agriculture, 2003) made organic food regulations uniform across the nation. The rules require "organic" food to be produced without using most conventional pesticides, petroleum-based fertilizers or sewage sludge-based fertilizers, bioengineering, or ionizing radiation. Standards for labeling a food "organic" were established.

We surveyed Oregon consumers 3 months after adoption of the USDA standards. Questions assessing their perceptions about organic food and knowledge about the new standards were included in a broader assessment of responses to a state ballot measure on labeling of genetically engineered foods (Raab & Grobe, 2003; Grobe & Raab, 2004). In wake of the ballot measure defeat, buying organic is an option for Oregon consumers wanting to know whether their food is genetically engineered or not.

Oregon Food Shopper Survey Methods

We participated in a statewide omnibus phone survey conducted in December 2002/January 2003 by the Oregon Survey Research Center at the University of Oregon. The survey of randomly selected Oregon households continued until 800 interviews were completed out of a sample frame of 3,990 (a response rate of 62% for the entire sample frame, taking into account refusals, no answers, and disconnections).

A subsample of 577 interviewees identified themselves as the primary food shopper in their household. An additional 60 indicated that household members shared shopping equally. We used this sub-sample of 637 interviewees with primary or shared shopping responsibilities in our data analysis.

Results and Discussion

A profile of the interviewees is shown in Table 1. Demographic characteristics are similar to Oregon's adult population as a whole. In 15% of the interviewees' households, someone belonged to an environmental club, group, or organization (such as the Sierra Club, Nature Conservancy, or Greenpeace). Fifty-seven percent of interviewees reported usually thinking about the impact of their purchases on the environment.

Organic Word Association

What are consumers' perceptions of "organic food"? About two-thirds of our sample of food shoppers gave positive word associations (Figure 1). This positive response of many shoppers suggests that there might be a favorable climate for an organic food marketing campaign.

"Chemical-free" was the most commonly mentioned word association (about 40% of respondents). Next in frequency were specific types of food (mentioned by about 15% of the respondents.) In decreasing frequency were "natural"/"homegrown," "healthier"/"more nutritious," "earth friendly," "clean"/"pure, and "fresh."

Figure 1.
Positive Word Association with Organic

Note: More frequently cited words by respondents are indicated by a larger font size.

Fewer than 20% of our interviewees mentioned negative associations with the word "organic." About 40% of these mentioned the cost/expense. Other negative word associations related to lack of trust/questionable/credibility, scam/rip-off/fraud, stupid/not necessary, and fake food/gross.

The Hartman group also found that the word "organic" conjures up a wide variety of images and beliefs for consumers (Barry, 2002). "Earth-friendly," "grassroots," "synergistic," and "alive" were positive core word associations of their consumers. Other positive words included "chemical-free," "safe," "whole," and "simple". "Trendy" was a negative core word associated with organic food. Other negative words included "inconsistent," "irregular," "small," "spoils easily," and "wilted."

As in our survey, the Hartman group identified cost as a negative perception of "organic." According to Gardyn (2002), there is a common perception that organic foods are difficult to find and much more expensive than conventional foods. The 2003 Whole Foods Market ® Organic Foods Trend Tracker survey of 1,000 adults nationwide (Whole Food Market ®, 2003) reported that price remains the biggest barrier for consumers who don't eat organic food. The 2004 survey found that 73% of adults believe organics are too expensive (Whole Foods Market, 2004). If cost is a valid concern, organic marketing campaigns might focus on benefits provided (e.g., environmental.)

Organic Food Purchase in Oregon

Household purchase of organic food during the past 6 months was reported by 77% of our Oregon food shoppers. Frequency of purchase varied (Figure 2). This period covered the summer months, when organic fruits and vegetables are available in farmers' markets, U-Pick fields, and grocery stores in many parts of Oregon. Those with household membership in environmental organizations were significantly more likely to purchase organic food frequently (p < . 0001) than those without membership. Those who considered the impact of their purchases on the environment were also more likely to purchase organic (p < 0.0001) than those not reporting consideration of the impact.

Figure 2.
Purchase Frequency of Organic Foods in the Past Six Months by Oregon Food Shoppers

The interviewees reported buying a variety of organic foods. Thirty-two percent purchased organic food in just one of five categories (fruit, vegetables, meat, grain, other); 42% purchased in two of the five categories. Only 6% purchased from all five categories. About three-fourths purchased organic vegetables, and two thirds purchased fruit. Organic dairy products were purchased by about one-quarter of respondents; fewer purchased meat and other products (such as grains).

Organic food use was similar to the Walnut Acres/RoperASW survey finding (Gardyn, 2002) that 70% of Americans had purchased an organic food product at least once. Of these, 32% reported buying organic food occasionally, and 16% bought it every time they shop. People living in the West were more likely to be purchasers. Organic fruits and vegetables were purchased most often.

The 2003 Whole Foods Market ® Organic Foods Trends Tracker Survey found that 54% of Americans had tried organic foods; 29% claimed to be consuming more organic food and beverages than 1 year before (Whole Foods Market ®, 2003). This was supported by the 2004 survey findings that 54% of the 1,000 respondents had tried organic food and beverages; nearly 10% used organic products regularly or several times per week. (Whole Foods Market ®, 2004). Fruits and vegetables were sought by 68% of organic food users. Other organic purchases included bread or baked goods (26%) and nondairy beverages (26%).

A 2004 American Demographics/Harris Interactive survey (Murphy, 2004) found that organic or "natural " food is purchased "always" (2%), "often" (12%), "sometimes" (33%), "rarely" (34%), and "never" (15%). Thirty-nine percent "always" or "often" looked at labels to find out how food was produced.

Awareness of New Standards

Will USDA's National Organic Standards influence consumer purchases? Forty percent of our Oregon food shoppers were aware of standards that had gone into effect in October 2002 (3 months before the survey) (Figure 3). As shown, over half reported having "a lot" or "some" knowledge about the standards. Their awareness was not significantly associated with frequency of organic food purchase in the last six months. The standards had been in effect for only three of those months, however.

Figure 3.
Level of Knowledge About National Organic Standards by Oregon Food Shoppers

More recent national surveys have suggested that the USDA standards can affect organic purchases of some consumers. The 2003 Whole Foods Market ® survey found that 29% of Americans believe that the new logo and/or clearer labeling required by USDA has had an impact on their decisions to purchase organic food (Whole Foods Market ®, 2003). Nearly one-half (47%) of those claiming to consume more organics than 1 year ago felt that clear, credible organic labeling makes them more inclined to purchase organic food.

Trust in the accuracy of the USDA organic label might influence consumer responses. Oregon food shoppers' trust in the accuracy of the new labeling varied: 18.9% reported "a lot" of trust, 50.8% "some", 23.0% "a little", and 7.4% "not at all". Trust was not associated with frequency of household organic food purchases in the last 6 months.

An understanding of what the organic standards entail might also influence consumer responses. Of our sample of food shoppers, those who knew "a lot" or "something" about the new USDA standards, 68.5% knew that genetically engineered foods can't be labeled "organic" under the new standards; 56.9% knew that irradiated foods can't be labeled "organic."

According to the national 2003 Whole Food Market ® survey, 76% of consumers who buy organics agree that they are products without genetically modified organisms; 69% agree that they are products without irradiation (Whole Foods Market ®, 2003). The higher awareness could suggest that consumers became more knowledgeable after our survey. It could also suggest differential results nationwide compared to the state of Oregon.

Conclusions and Implications

As with consumers nationwide, our findings show that many Oregonians choose organic foods at least some of the time. Their perceptions of "organic" are both positive (such as chemical free) and negative (such as cost). Although perceptions may not be supported by research, they do describe viewpoints that could potentially influence purchases. Marketing campaigns focused on perceived benefits of organic foods (such as "earth friendly," "natural," and "home grown") have the potential to counter negative perceptions such as cost. Maintaining good product quality can enhance positive consumer perceptions.

Our findings suggest that organic food purchasers in Oregon tend to be environmentally conscious. If so, appealing to this value might be an effective marketing strategy. Consumers with concerns about irradiation or genetic engineering could also be targeted to encourage use of organic as an alternative.

A marketing campaign could promote the consistent national standard for "organic." The potential impact of the USDA standards on organic food purchase merits research, however. Although there was no link between Oregon consumers' awareness of the new USDA standards and the frequency of their organic food purchases, enough time had not lapsed to measure true impact. The October 2002 adoption of the standards was at the end of Oregon's seasonal availability of fruits and vegetables, the most common organic food purchases.

Lack of visibility could affect consumer awareness of the new USDA organic standards. Labeling has the potential to increase consumer confidence. Display of the USDA organic certification seal on packages or signage could increase consumer awareness.

Oregon consumers' trust in the accuracy of the USDA organic labeling might influence its impact. Further study would be warranted to assess their perceptions now that the standards have been in effect for over 2 years. If consumers perceive that interpretation of the National Organic Program standards weakens stringent requirements, this might lessen their trust and willingness to buy organic. Open communication, such as public reports on compliance and enforcement of the standards, might increase consumer trust. This could be conveyed in an organic food marketing campaign that emphasizes trustworthiness of the label.

References

Barry, M. (2002). What does "organic" mean to today's consumer. Natural Sensibility, 3. Available at: http://www.hartman-group.com/products/natsens/issueV-03.html

Gardyn, R. (2002). The big O. American Demographics, 26(2), 20.

Grobe, D., & Raab, C. (2004). Voters' response to labeling genetically engineered foods: Oregon's experience. The Journal of Consumer Affairs, 38(2), 320-331.

Murphy, R. M. (2004). Truth or scare. American Demographics, 26(2), 26-32.

Raab, C., & Grobe, D. (2003). Labeling genetically engineered food: The consumer's right to know? AgBioForum, 6(4), 155-161. Available at: http://www.agbioforum.org/v6n4/v6n4a02-raab.htm

State of Oregon. 1973. Organic Food. ORS 616.405/ OAR 603-025-0040 to ®0070.

U.S. Department of Agriculture. (2003). The National Organic Program. Available at: http://www.ams.usda.gov/nop

Whole Foods Market ® (2003). One year after USDA organic standards are enacted more Americans are consuming organic food. Available at: http://www.wholefoods.com/company/pr_10-14-03.html

Whole Foods Market ® (2004). Organic foods continue to grow in popularity according to Whole Foods Market survey. Available at: http://www.wholefoods.com/company/pr_10-21-04.html

Zehnder, G., Hope, C., Hill, H., Hoyle, L., & Blake, J. H. (2003). An assessment of consumer preferences for IPM- and organically grown produce. Journal of Extension [On-line], 41(2). Available at: http://www.joe.org/joe/2003april/rb3.shtml

Using a Nutrition Web Site as a Resource for County Educators: Evaluating Oklahoma Cooperative Extension Service's Experience

Janice Hermann
Professor and Nutrition Education Specialist
Oklahoma State University
Stillwater, Oklahoma
janice.hermann@okstate.edu

Amber Carson
Graduate Student, Department of Nutritional Sciences
Oklahoma State University
Stillwater, Oklahoma

Glenn Muske
Associate Professor and Home Based Business Specialist
Oklahoma State University
Stillwater, Oklahoma
glenn.muske@okstate.edu

Kathryn Keim
Associate Professor, Department of Clinical Nutritional
Rush University
Chicago, Illinois
kathy_keim@rush.edu

Introduction

The Internet has emerged as an economical and timely means of disseminating information and providing education to many segments of the population. The Cooperative Extension Service currently uses the Internet as a means of providing in-service training to Cooperative Extension Service professionals (Muske, Goetting, & Vukonich, 2001; Kelsey & Mincemoyer, 2001). In addition to in-service training, Internet sites can be used as a resource to provide current information and educational materials to Cooperative Extension Service professionals.

The purpose of the project described here was to evaluate the Oklahoma Cooperative Extension Service (OCES) Nutrition Web Site by OCES County Extension Educators immediately after and 6 months after an in-service training on the Web site. The evaluation sought to provide insights into Web site characteristics, information sections, and information formats educators found most helpful. Such information can be used to enhance the effectiveness of the Web site. By gathering input both immediately and 6 months after implementing the site, a deeper understanding of the educators' needs and long-term uses were possible.

Background

The OCES Nutrition Web Site was developed by the OCES State Nutrition Education Specialist to provide updated and timely nutrition information and education materials to OCES County Extension Educators. The site contained five major information sections, including "Nutrition Basics," "Lifecycle Nutrition," "Nutrition and Health Promotion," "Special Issues" related to nutrition, and "Hot Topics." The information was provided in a variety of formats including "Text," "Handouts," "Fact Sheets," "News Releases," "PowerPoint®" presentations, and "Brochures." Some of the material could be used to help educators conduct education programs while other material could be used in various media outlets.

Methods

An in-service training, "Navigating the OCES Nutrition Web Site," was provided to OCES County Extension Educators. Training was conducted in two formats, computer lab and one-on-one. Twelve educators received group training in a computer lab on the Oklahoma State University campus. An additional 22 educators received one-on-one training via the telephone. All participants were volunteers and received the same instruction packet to aid them during the training. Each packet included step-by-step instructions, including images, of how to operate all features of the Web site.

Educators who participated in the group in-service received their instruction packets at the beginning of the training. The in-service leader walked participants through each step of navigating the Web site. The in-service leader's computer screen could be viewed on a projector screen located at the front of the computer lab. Participants performed each step on their own computer terminal as it was demonstrated.

Educators who participated in the one-on-one training received their instruction packets in the mail prior to their in-service appointment. Phone calls with participants were an average of 1 hour in duration. The in-service leader walked participants though each step of navigating the Web site while participants performed each step on their own office computer as it was described. The same in-service leader conducted all trainings, both in the class room and via the telephone.

An evaluation questionnaire was developed to identify the educators' preferences regarding Web site characteristics, information sections, information formats and uses of the Web site information. The face validity of the questionnaire was tested by having a team of experts review the questionnaire prior to its use. Participants completed the first questionnaire immediately after the training. Six months after the training, all participants were contacted via the telephone for their second evaluation of the Web site using the same questionnaire.

"Web site characteristics" was a phrase used to describe characteristics of the Web site, including "Navigation," "Content," "Speed," "Links," and "Graphics." Participants ranked the Web site characteristics in order of importance, from 1 being the most important to 5 being the least important.

"Information sections" referred to the five Web site information sections, including "Nutrition Basics," "Lifecycle Nutrition," "Nutrition and Health Promotion," "Special Issues" related to nutrition," and "Hot Topics." Participants ranked the Web site "Information sections" in order of importance, from 1 being the most important to 5 being the least important.

"Information formats" described the different formats in which information was provided on the Web site, including "Text," "Handouts," "Fact Sheets," "PowerPoint®" presentations, "News Releases, " and "Brochures." Participants ranked the information formats in order of importance, from 1 being the most important to 6 being the least important.

"Uses of the information" was a phrase used to describe potential uses of the Web site information, including "Educational Programs," "Handouts," and "News Releases." Participants ranked the "Uses of the information" in order of importance from 1 being the most important to 3 being the least important.

Data were analyzed using the Statistical Package for the Social Sciences (SPSS version 10.0, Chicago, IL). Mean rankings were calculated for each "Web site characteristic," "Information section," "Information format," and "Uses of the information." Independent t-tests were conducted to determine if there were any significant differences in mean rankings between those who participated in the group training as opposed to the one-on-one training. There were no significant differences between the groups, therefore data from the group training and one-on-one training were analyzed as one group. Paired t-tests were conducted to compare mean rankings immediately after the training with mean rankings six months after the training. The level of significance was set at p<= 0.05.

Results

Web Site Characteristics

There were no significant differences in the mean rankings of "Web site characteristics" from immediately after to 6 months after the training (Table 1). Overall, the mean ranking order for "Web site characteristics" from most to least important was "Content," followed by "Navigation," "Links," "Speed," and "Graphics."

Information Sections

The mean ranking for "Hot Topics" was significantly more important 6 months after training compared to immediately after training. There were no significant differences in the mean rankings for "Nutrition Basics," "Lifecycle Nutrition," "Special Issues," or "Health Promotion" from immediately after to six months after training (Table 2).

The significant difference in the mean ranking of "Hot Topics" resulted in a change in the mean ranking order of "Information sections." Immediately after training, the ranking order was "Special Issues," "Hot Topics," "Nutrition Basics," "Health Promotion," and "Lifecycle Nutrition." Six months after training, "Hot Topics" was ranked as being the most important followed by "Special Issues," "Nutrition Basics," "Health Promotion," and "Lifecycle Nutrition" (Table 2).

Information Formats

The mean rankings for "Fact Sheets" and "News Releases" were significantly more important 6 months after training compared to immediately after training. The mean ranking for "PowerPoint®" was significantly less important 6 months after training compared to immediately after training. There were no significant differences in the mean rankings for "Text," "Handouts," or "Brochures" (Table 3).

The significant differences in mean ranking of "Fact Sheets," "News Releases," and "PowerPoint®" resulted in a change in the mean ranking order of "Information formats." The mean ranking order from most to least important immediately after training was "Text," "Handouts," "News Releases," "PowerPoint®," "Fact Sheets," and "Brochures." The mean ranking order six months after training was "News Releases," "Text," "Fact Sheets," "Handouts," "PowerPoint®," and "Brochures" (Table 3).

Uses of the Information

The mean ranking for "Educational Programs" was significantly less important 6 months after training compared to immediately after training. The mean ranking for "News Releases" approached being significantly more important (p=0.06) 6 months after training compared to immediately after training. There was no significant difference in the mean ranking for "Handouts" (Table 4).

Although there was a significant difference in the mean ranking of "Educational Programs," there was no change in the mean ranking order for "Uses of the information." Overall, the mean ranking order from most to least important immediately after and 6 months after training was "Education Programs," "Handouts," and "News Releases" (Table 4).

Summary and Conclusion

Although difficult to make any broad generalizations from such a small sample, the data does seem to indicate some important trends. Immediately after the training, educators appeared to be most interested in quickly using the information in their educational programs. This is supported by the high ranking of "Educational programs" as a "Use of the information," along with the high rankings for "Text" and "Handouts" as "Information formats."

Six months later, although educators may still have used the Web site for program delivery, educators appeared to begin to use the Web site as a source of current information that could be used to address immediate consumer questions and news releases. This is supported by the fact that "Hot Topics" moved up to being the most important "Information Section." In addition, "News Releases" and "Fact Sheets" moved up, and "PowerPoint®" presentations moved down in importance as "Information formats."

Although not significant, the ease of site navigation was less important 6 months after training. This may be due to several factors. First, as educators became more familiar with the site, they probably were more at ease navigating through the site. Also as time progressed, educators were probably less likely to go to all sections of the site but would pick those sections they routinely visited, again negating the importance of some navigation cues needed in a new site.

Although educators certainly value all of the information provided, specialists faced with building a Web site with limited resources need to carefully consider what the primary purpose of the Web site is. Identifying the primarily use of the Web site by educators can help determine which information sections and formats will be most useful. Such information can help specialists focus resource commitments to a site's on-going maintenance and up-keep.

References

Kelsey, T., & Mincemoyer, C. (2001). Exploring the potential of in-service training through distance education. Journal of Extension [On-line], 39(2). Available at: http://www.joe.org/joe/2001april/rb7.html

Muske, G., Goetting, M. & Vukonich, M. (2001). The world wide Web: A training tool for family resource management educators. Journal of Extension [On-line], 39(4). Available at: http://www.joe.org/joe/2001august/a3.html

Manure Use Planning: An Evaluation of a Producer Training Program

Charles S. Wortmann
Nutrient Management Specialist
Lincoln, Nebraska
cwortmann2@unl.edu

Richard K. Koelsch
Biosystems Engineer
Lincoln, Nebraska
rkoelsch2@unl.edu

Charles A. Shapiro
Soils Specialist
Norfolk, Nebraska
cshapiro1@unl.edu

Richard L. Deloughery
Water Quality Educator
Norfolk, Nebraska
rdelough@unlnotes.unl.edu

David Tarkalson
Soils Specialist
North Platte, Nebraska
dtarkalson2@unl.edu

University of Nebraska

Background

Many animal-feeding operations (AFOs) above 300 animal units throughout the United States must have a permit to operate a livestock waste control facility. In Nebraska, producers need to comply with Nebraska Title 130, "Rules and Regulations Pertaining to Livestock Waste Control" (NDEQ, 2000). In applying for the permit, a manure utilization plan must be submitted that typically involves manure application on agricultural land.

The manure utilization plan must give estimates of the annual amounts of manure nitrogen (N) and phosphorus (P) produced, N losses during storage, and N remaining in the field after land application. Manure P produced and manure N remaining after application losses are used in estimating land required for manure application. Annual manure applications cannot exceed the "agronomic rates for nitrogen" (NDEQ, 2000). If sufficient land is not available to receive the manure, the AFO must have manure application agreements with other landowners, arrangements to sell the manure, or arrangements for alternative use of the manure. The plan must also address:

• Manure and soil testing,
• Calibration of application equipment, and
• Response to emergencies.

The plan must contain inventories of manure application equipment and of land available for application, with maps of application areas. The producer needs to keep annual records for 5 years on:

• The determination of manure application rates,
• Soil and manure analyses,
• Manure and fertilizer application, and
• A cropping season summary.

The development and implementation of these plans require that producers understand the concepts underlying these plans and that they master certain procedures and skills needed for implementation.

Methodology

The University of Nebraska Cooperative Extension implemented a program to enhance the capacity for AFOs to safeguard water quality while improving agronomic efficiency in the utilization of manure. Specifically, the program focused on AFO capacity for the development and implementation of manure nutrient utilization plans. Planning tools were developed, including:

• Spreadsheet programs for estimating land requirement (Nutrient Inventory), farm nutrient use efficiency (Whole Farm Nutrient Balance), and manure application rates (Manure Use Plan) developed by Koelsch (2002), and

• A manure land application workbook (Koelsch, Shapiro, & DeLoughery, 2003; Shapiro DeLoughery, Koelsch, Kucera, & Wortmann, 2003).

Twenty-two Extension specialists and educators located throughout Nebraska formed five regional teams to provide training and technical support for producers.

Nine training events were conducted in 2002 and 2003 to enable producers to better understand the concepts underlying manure use planning and to enhance their skills in developing and implementing the plans. Each training event consisted of three afternoon meetings spaced 1 week apart. Each session lasted for 3 hours, giving a total of 9 hours for instruction and practical exercises. The three-meeting arrangement allowed producers the opportunity to apply the concepts and tools in planning for their AFO before moving on to other subject matter. The intended learning outcomes were to gain the understanding and skills to:

• Calculate manure N and P available after storage losses,
• Estimate total land requirements for manure application,
• Calculate manure N available to the crop,
• Calculate crop N need,
• Develop a nutrient management plan,
• Write an annual manure application plan,
• Identify key records needed to maintain a permit, and
• Prepare maps of the application fields that show setbacks and environmentally sensitive areas.

The expectation was that upon completion of the training, most participating producers would understand the primary requirements for preparing a permit application or recognize the expectations for implementing an existing permit.

Participants were asked to complete questionnaires at the end of the training to evaluate the achievement of the learning outcomes. The questionnaires were modified in 2003 but with some overlap with the 2002 questionnaires. Completed questionnaires were submitted by 143 of 161 participants.

Findings

Characteristics of the Animal Feeding Operations

Most of the respondents (54%) fed beef cattle, another 37% had swine operations, while the remainder had dairy or poultry operations (Table 1). This follows the type of manure applied by 2002 respondents, with:

• 52% spreading solid manure from box type spreaders, generally scraped from feedlots,
• 25% applying slurries or liquids with tank spreaders, and
• 13% applying effluent through sprinkler irrigation systems.

The average estimated land area used for application of manure was 1054 acres per AFO and often inadequate to avoid excessive soil P build-up.

Most AFOs (79%) represented in these training events already had a permit to operate a livestock waste control facility. Some of the AFOs were exempted from permitting, so lack of a permit did not indicate non-compliance with regulations.

At the beginning of the 2002 training events, the participants were asked about their practices. Their responses indicated more use of best management practices than is typical for AFOs (Table 2). For example, Richert, Tokach, Goodband, and Nelssen (1995) found that only 10.6% of Kansas swine producers tested manure for N and P, compared to the 73% reported in Table 2. However, use of best management practices may have been over-estimated as indicated by subsequent responses, where 53% admitted that they did not have a good estimate of their manure application rates, and 56 and 72%, respectively, did not have an estimate of the amount of N and P supplied to their crops from manure.

Achievement of Learning Outcomes

At the end of the third training session, participants were asked if they could complete individual components of a manure utilization plan, maintain the necessary records, and prepare a complete land application plan as required for compliance with Nebraska Title 130 regulations for manure application. Most participants reported that they could perform the tasks needed to prepare and implement an annual manure use plan (Table 3). Some said they would need assistance, and less than 10% reported that they had not mastered the required skills.

Highest rated was the ability to prepare the maps of manure application fields as required in the permit application. The ability to estimate land required for manure application was also rated high. More felt that they needed assistance with components of annual planning of manure use, such as calculation of N credit from manure, identification of key records which must be kept, and development of an annual nutrient management activities plan. Most assistance would be needed to develop the manure use component of a permit application. The ability to develop this application may be less needed than the operation and maintenance skills required routinely because many of the AFOs already have a permit or seek technical assistance to develop a permit application.

Producer Intent to Use Planning Tools

Participants were asked if they could perform four tasks related to the development and implementation of manure utilization plans (Table 4). Not all reported that they would use the workbooks for various tasks, but 73% of the respondents said they would use the workbooks to identify records that must be kept, and 64% said they would use the forms to develop a nutrient management activities plan. Approximately half said they would use workbook forms for the other six tasks.

The workshop training placed much emphasis on the use of spreadsheet programs to complete long term and annual planning activities. Producer estimation of their skills was high for determining land requirements, N credits and crop N requirements, and moderate for preparing the action plan. Most (61%) said they would use the spreadsheet tools in planning for manure use.

Producer Intent to Change Management Practices

Many of the producers thought that some of their current practices were adequate, but there was general recognition of a need for some changes in management practices (Table 5).

• 63 and 66%, respectively, felt their soil conservation practices and use of setbacks were adequate, while 32 and 31% planned to make changes.
• Many had calibrated application equipment, but 57% said they would begin or improve on calibration.
• Between 45 and 55% said they would improve on determination of manure nutrient content, application of manure to crop needs, and record keeping.
• There was relatively less interest in monitoring of crop N status where they rely on manure to supply much of the N, but 44% said they plan to improve or begin in-season N monitoring.

Conclusions and Recommendations

Most producers achieved the understanding and skills necessary to develop and implement a manure utilization plan and stated their intent to use the workbook and spreadsheet tools for annual planning and record keeping purposes. Thirty-two to 57% of participants stated their intent to improve seven manure management practices.

The need for and impact of the training was found to be greater for the continuing operational and maintenance skills of manure utilization than for skills required to develop a strategic plan as required for obtaining a permit to operate a livestock waste control facility. This is understandable because most operations already had a permit and permit application is done infrequently and then often with the assistance of a consultant. The operational and maintenance skills, on the other hand, are needed continuously to develop and implement annual plans and to otherwise comply with the regulations. It is recommended that future training focus on knowledge and skill needs for annual operation and maintenance of the facility and manure nutrient utilization, with training addressing permit application and strategic planning to fewer producers. This recommendation is likely to be applicable in many parts of the U.S.

Acknowledgment

University of Nebraska Extension Journal Series no. 1013

References

Koelsch, R. Spreadsheets on the Web. Retrieved March 1, 2004, from http://cnmp.unl.edu

Koelsch, R., Shapiro, C., & DeLoughery, R. (2003). Nebraska's CNMP: Manure Application Workbook. EC03-720, University of Nebraska Cooperative Extension.

NDEQ (2000). Nebraska Title 130, Rules and regulations pertaining to livestock waste control". Retrieved March 1, 2004, from http://www.deq.state.ne.us/RuleAndR.nsf/pages/130-TOC

Richert, B., Tokach, M., Goodband, R. & Nelssen, J. (1995). Assessing producer awareness of the impact of swine production on the environment. Journal of Extension [On-line], 33(4). Available at: http://www.joe