April 2006
Volume 44 Number 2

Tools of the Trade

The Risk Matrix: Illustrating the Importance of Risk Management Strategies

Corinne Alexander
Assistant Professor and Extension Specialist
West Lafayette, Indiana
cealexan@purdue.edu

Maria I. Marshall
Assistant Professor and Extension Specialist
West Lafayette, Indiana
mimarsha@purdue.edu

Department of Agricultural Economics
Purdue University
West Lafayette, Indiana

Introduction

Small business owners, including farmers, face substantial risks. One of the goals of Extension is to provide education on risk management strategies that enables small businesses to survive and succeed in spite of unexpected events. That said, one challenge in any risk management educational program is to motivate small business owners to invest the necessary time and effort to develop risk management strategies. For example, succession or estate planning is necessary to protect the family business, and the development of a succession plan can take years.

This article shares an effective tool, the risk matrix, to illustrate the importance of risk management strategies as part of contingency planning (Marshall & Alexander, 2006). The risk matrix is easy to use, easy to explain to workshop participants, and effective at promoting audience participation.

Using the Risk Matrix

When using the risk matrix, participants are asked to think of the risks their businesses face and list these events on Table 1. For each of these events, the participants are then asked to evaluate the probability and the consequence of the event on a scale of 1 to 10, where 1 is low and 10 is high. The consequence of the event can be thought of both in terms of severity and cost to the business. For example, in event 1, the owner is in a car accident that prevents him or her from fulfilling his or her normal duties for a period of 6 weeks. Participants in our workshops tend to rate the probability of a car accident at between 2 and 3, with the consequence of the owner being unable to fulfill his or her duties for 6 weeks rated at 8. Once the participants have rated the probability and consequence of event 1, the presenter can place event 1 on the risk matrix shown in Figure 1.

An event that works well to motivate succession planning is event 2: the owner passes away; he is 80 years old with no succession plan. The participants rate the probability very high at 8 and the consequence also very high at 10. Event 2 tends to generate a discussion about how an 80-year-old business owner should have already made a succession plan and reduced the consequence to the business to around 2.

Figure 1.
The Risk Matrix

In order to explain how the risk matrix can guide the participants' choice of risk management strategy, it is useful to present several more examples.

• Event 3: a young owner of 35 passes away, and, while the participants rate the probability very low at 1, they believe the consequences for the business will be devastating at 10.

• Event 4: a new employee quits, which the participants rate as a low probability of 3 but also low consequence of 3 because the business had recently been functioning without the new employee.

• Event 5: an employee is injured on farm equipment, which is a common occurrence with consequences that vary greatly, so the participants rated both the probability and consequences at 5.

How the Risk Matrix Guides Choice of Risk Management Strategies

The risk matrix can then guide the participants' choice of risk management strategy. Depending on where the event lies on the matrix in Figure 2, there are four corresponding risk management strategies.

Figure 2.
The Risk Matrix Guides the Choice of Risk Management Strategy

Avoid Risk--The business takes action to avoid the risk. Typically this means the business chooses not to undertake an activity. For example, a farmer may decide not to grow lavender because the growing conditions are unsuitable and the probability of a crop failure is very high.

Reduce Risk--The business takes action to reduce either the probability or consequence of the risk. Typical examples include worker safety training and safety equipment, both of which are appropriate measures to address event 5. Event 2 falls into this category; the business owner could reduce the severe negative consequences to the business with a succession plan, as shown by the arrow.

Retain Risk--The business recognizes that unanticipated events will occur and will choose to retain those risks that are of low consequence to the business. Businesses face many small risks such as a new employee quitting or a bounced check, and the philosophical often call these events, "The cost of doing business." Business owners can invest time or money to protect the business when these events occur. In the case of event 2, the business owner can invest the time and money to develop a succession plan or will. Another common risk retention strategy is for the business to have a rainy day fund, saving money when the business is doing well to be able to weather bounced checks and the like.

Transfer Risk--The business transfers the risk to an insurance company. The insurance company will pay an indemnity when the event occurs. Typical insurance for farmers includes crop insurance or revenue insurance, while other types of insurance are liability insurance, disability insurance, life insurance, etc. In the case of event 1, the business will be better off if the owner has car insurance and disability insurance. In the case of event 3, the business may be able to continue if the owner's life insurance provides sufficient cash to allow the spouse or partners to learn how to fulfill the owner's duties.

References

Marshall, M. I., & Alexander, C. (2006). Using a contingency plant to combat human resource risk" Journal of Extension [On-line], 44(2) Article 2IAW 1. Available at: http://www.joe.org/joe/2006april/iw1.shtml

INVenture: A Software-Based Model for Assessing Entrepreneurial Ventures

Cole Ehmke
University Extension Specialist
University of Wyoming Cooperative Extension Service
Laramie, Wyoming
cehmke@uwyo.edu

Michael Boehlje
Professor
Department of Agricultural Economics
Purdue University
West Lafayette, Indiana
boehlem@purdue.edu

Introduction

The increased interest in value-added agricultural ventures is a significant trend in rural America. Unfortunately, the commercial potential of value-added ventures and innovations is often not realized and may be frequently over-estimated. This is in part because the new venture development process is often haphazard and disorganized. There are often serious gaps--omissions of steps and poor quality of execution--in new venture development. This article presents a systemized and sequential process for venture assessment and planning to structure the development associated with such ventures so as to improve their chances of success.

INVenture

Educators at Purdue's Agricultural Innovation and Commercialization Center (AICC) have developed a systematic, sequential Web-based model to facilitate the collection and analysis of venture plan information to create a business plan. The approach uses a series of six discrete stages set within the framework of the commercialization process, as illustrated in Figure 1.

The model separates the innovation or new venture development process into a number of defined stages. Such a concept is the basis of the new product management process known as the "stage-gate method," frequently used in businesses that rely on new product innovation. Each stage is designed to gather information needed to evaluate an essential dimension of the venture before proceeding through the gate to the next stage.

Figure 1.
INVenture Stage-Gate Model

The stages of the AICC Business Planner are as follows.

Stage 1. Fundamentals of Your Business: an initial review of the venture. This introductory stage requires a cross functional overview of the venture, including the primary motivation for beginning the venture, the product (or service) that is proposed, the customer identification, and preliminary break-even calculation.

Stage 2. Analyzing Your Market: a detailed examination of the target market. Users complete a thorough review of the market and its characteristics, including an assessment of the competition.

Stage 3. Producing Your Product or Service: a broad-based inquiry into producing products and managing the venture. The venture management team is identified and profiled, production methods are outlined, ownership of the venture is reviewed, and intellectual property issues are identified.

Stage 4. Marketing Your Product or Service: a rigorous inquiry into the marketing plan. The target customer is profiled, and the components of a complete marketing plan are developed in depth, including the product definition and bundle, the pricing plan, the distribution methods, and promotion efforts.

Stage 5. Financial Analysis of Your Business: the creation of forecasted financial statements. Estimations of operating revenue and expenses, capital outlays, financing, and required rates of return are constructed.

Stage 6. Executive Summary: a focused review of the venture. An overview of the venture is written.

The format used to elicit information in this model is question and answer. Each transition to the next stage is a decision point at which entrepreneurs review the work done previously and decide, consciously, whether or not to continue to the next stage. To aid in the answering of questions, sets of "considerations" are provided to stimulate thinking and analysis about issues relevant to each of the questions.

Resources are also provided as references and background on topics, such as how to define goals and conduct an industry assessment. Because of the way that the INVenture model has been constructed, users can create a business plan of higher value through both the systematic process they follow and the electronic facilitation they receive as they progress through components of the business plan.

An important element of the stage-gate method is the gate at the end of each stage. The stage-gates exist as quizzes that pose critical questions on the quality of the work done in the stage and the continued viability of the project overall. Each stage-gate contains critical quality-of-execution criteria that can be used to increase the value of the analysis and assessment. If entrepreneurs grade themselves harshly on these criteria, they are encouraged to revisit the stage to collect additional information or rethink the viability of the project. Decisions to continue with the project (go decisions) are formalized based on the information provided in the stages.

The INVenture model is available as a software application delivered through either the Internet or as a standalone application for users without high speed access to the Internet. It can be found at <http://www.agecon.purdue.edu/planner>. In essence, the model decreases the uncertainty and poor planning often found in venture development by acting as an electronic mentor.

Illustration of the Business Planner Stage-Gate Process

Figure 2 shows what a user of INVenture would see in the first of four screens in Stage 1. Fundamentals of Your Business when developing his or her business plan. Stage 1 is an opportunity for entrepreneurs to explain the basic motivation for and concept of their venture. The material collected from users at this stage would appear primarily in the Overview and Goals sections of the business plan that results from INVenture. Complete business plans can be downloaded as MS Word documents to facilitate final review and sharing of the document.

The first screen of the gate from Stage 1 is illustrated in Figure 3. Assessments test both the quality of the work done in the stage (by asking entrepreneurs to rate how thoroughly they answered questions posed in the stage, for instance) and to rate their venture on criteria specific to the content found in the stage (for instance, by asking them whether they had quantified the market size or not).

Figure 2.
Illustration of a Component of Stage 2 of INVenture

Figure 3.
Illustration of an Assessment (or Gate) in INVenture

After completing Stage 1 and its assessment, users then move to the next stages and assessments. The structure of each of these stages is similar to that illustrated in Figures 2 and 3.

Conclusions

While entrepreneurs may benefit from formal business planning, many fail to do so or do so in an unstructured way that leaves them open to errors. To overcome such problems, Purdue University educators have developed a six-stage methodology for venture assessment. This model, INVenture, helps increase the likelihood of successful ventures by systemizing and sequencing new venture planning. INVenture has been used by approximately 300 users since it became available on-line in December 2004.

Acknowledgements

This article presents the framework and the conceptual base for the Agricultural Innovation and Commercialization (AICC) Business Planner, developed by Jay Akridge, Michael Boehlje, Craig Dobbins, Cole Ehmke, Joan Fulton, Allan Gray, and Maria Marshall at Purdue University's Department of Agricultural Economics with funding from the USDA Rural Business-Cooperative Service.

Docent Manual Development for the Oahu Urban Garden Center

Christi Hardy
Graduate Student
University of Hawaii at Manoa
Pearl City, Hawaii
chardy@hawaii.edu

Steven Y. Nagano
Extension Specialist
University of Hawaii at Manoa
Pearl City, Hawaii
snagano@hawaii.edu

Michael Robotham
Tropical Technology Specialist
USDA – Natural Resources Conservation Service
Honolulu, Hawaii
Michael.Robotham@hi.usda.gov

Introduction

The Urban Garden Center (UGC) in Pearl City, Hawaii opened its Children's Garden in September 2004 with nearly 3,400 attendees. The UGC has been part of the University of Hawaii's College of Tropical Agriculture and Human Resources Extension program since 1989. The Children's Garden is the result of 4 years of hard work by staff and volunteers.

The Children's Garden has attracted a large amount of public interest. In the first 8 months, more than 1,700 preschool and elementary school children took guided tours of the garden.

This influx of school groups has strained scarce staff resources, because Extension faculty members currently lead all tours at the expense of other tasks. This situation of too many demands on valuable staff time is typical of Extension staff nationwide (Byars, 1996; Wente, 2005). Volunteers have been suggested as an effective way to provide extension services without increasing staff workload (Grieshop & Rupley, 1984).

The UGC is fortunate to have an existing cadre of 70-80 regular volunteers. However, none are assigned the role of docent, a volunteer who teaches or leads tours (Docent, 2005). Installation of a docent program at the UGC could provide trained volunteers who could assume docent responsibilities, allowing staff to focus on other tasks. A number of UGC volunteers are signing up to be docents. However, training materials were unavailable. A docent manual was developed to meet this demand.

Why a Docent Manual

Several methods can be used for training docents, including manuals, workshops, and online resources. The relative benefits and drawbacks are listed in Table 1. We chose to develop a manual for several reasons. A paper-based manual placed inside a 3-ring binder allows information to be added or removed without reprinting the entire manual. The binder is paginated by section so each section can be updated individually. The manual supplements other training methods, including UGC orientation and shadowing veteran docents. It serves as a tangible book of information the volunteers can reference throughout their time at the UGC.

This format provides flexibility, yet permanence. The manual can be updated when necessary and can be used on demand, unlike a workshop, which is temporary, lasting only a few hours or days. Although online activities and materials also are easily updated, this format lacks portability and requires access to and familiarity with a computer with Internet connection.

Manual Development Process

The goal of the UGC Children's Garden Docent Manual is to prepare the docent to safely lead a quality tour, to provide information on the Children's Garden and the UGC, and to conduct teaching activities with the children. The target audience for the docent manual was adult volunteers--a large majority of whom are retired community members. The target audience for the Children's Garden programs is fourth grade students. A major challenge was to write, at the adults' intellectual level, information on how to interact with youth.

The docent manual's content was based on previous UGC materials and other educational manuals (The Hawaii Nature Center, The Nature Conservancy of Hawaii, and Oregon Trout). Curriculum ideas were gathered from The US Forest Service's (1993) Investigating Your Environment, The National Wildlife Foundation and Ranger Rick's (1998) Trees are Terrific!, The Exploratorium's (1998) The Science Explorer, and Harper's (2003) 4-H Pizza Garden: An Agricultural Adventure.

Initial drafts of the manual were reviewed by Urban Garden Center faculty and staff and by a small group of experienced volunteers. A number of changes were made based on these reviews. For example, early drafts included materials and suggestions for teachers about using gardening lessons in the classroom. This section was removed because it was not pertinent to the docent. Instead, it will be included in materials developed for teachers as pre- and post-visit activities. Material missing from original drafts included documents regarding docent responsibilities and privileges, and teaching suggestions for docents with limited teaching experience.

Docent Manual Contents

The Table of Contents is shown in Figure 1. The format outlines the manual by section and allows the docent to easily find pertinent information. Tabs provide easy access to each section. Additional information for docents, teachers, and the general public has been made available on the UGC Web site <http://www.urbangardencenter.org>.

Figure 1.
Urban Garden Center Children's Garden Docent Manual Table of Contents

The Curriculum Ideas section was designed to highlight the important information needed prior to teaching each lesson, such as objectives, estimated duration, background information, and needed supplies (Figure 2). Each lesson is tied to a specific place in the Children's Garden, each with its own theme (Figure 1). The layout was adapted from Harper's (2003) manual. Additional information ties curriculum ideas into the Hawaii State Content and Performance Standards for public school students <http://doe.k12.hi.us/standards/hcps.htm>.

Figure 2.
Components of the Curriculum Pages

Next Steps

The docent manual will be provided to each UGC docent. Extension staff will solicit comments about the manual and will observe whether or not docents have adopted the practices and policies and internalized the information provided. After completion of the first year of manual use, this information, plus feedback from docents, teachers, students, and UGC staff will be included in an overall evaluation of the manual's perceived effectiveness.

This docent manual is only one piece in a complete outdoor education package. It provides volunteer training, but additional resources are necessary. For example, the garden center's visitors are generally teachers and students. These teachers currently lack materials that would help them to conduct pre- and post-visit lessons in the classroom that could complement student learning before and after visiting the UGC. We suggest the development of a teacher packet with classroom activities. This would help introduce students to the gardening topics and initiate follow-up after visiting the UGC to provide a more lasting and thorough experience.

References

Byars, J. (1996). Career education and the role of work. Journal of Extension [On-line], 34(3). Available at: http://www.joe.org/joe/1996june/comm2.html

Docent. Wikipedia the Free Encyclopedia. Retrieved June 23, 2005 from http://en.wikipedia.org/wiki/Docent.

Exploratorium. (1998). Making a sun clock. Retrieved April 28, 2005 from http://www.exploratorium.edu/science_explorer/sunclock.html

Harper, J. (Ed.). (2003). 4-H pizza garden: An agricultural adventure. Gainesville, FL: Florida Cooperative Extension Service.

Hawaii Nature Center. (2003). Docent handbook. Honolulu, HI.

Grieshop, J. I., & Rupley, V. (1984). How do you spell relief? Master gardening! Journal of Extension [On-line], 22(4). Available at: http://www.joe.org/joe/1984july/a3.html

Oregon Trout. (1999). Salmon watch volunteer resource packet (7^th ed). Portland, OR. Retrieved May 27, 2005 from http://www.ortrout.org/4education/volunteerpacket.html

The National Wildlife Federation & Ranger Rick's Nature Scope. (1998). Trees are Terrific!. New York: Learning Triangle Press.

The Nature Conservancy of Hawaii. (1995). Honouliuli Preserve Docent Training. Honolulu, HI.

United States Department of Agriculture, Forest Service, Pacific Northwest Region. (1993) Investigating your environment: Teaching materials for environmental education.

Wente, S. (2005). Extension service receives mixed reception. In-Forum News. Retrieved May 26, 2005 from http://www.in-forum.com/articles/index.cfm?id=84147&section=News

Building Partnerships for Youth: An Online Youth Development Resource Center

Karen Hoffman Tepper
Research Specialist
karenht@ag.arizona.edu

James Roebuck
Research Specialist
roebuck@ag.arizona.edu

University of Arizona
Tucson, Arizona

Introduction

Research has found that quality youth development programs are effective in promoting positive behaviors while reducing negative outcomes, for young people (National Research Council and Institute of Medicine, 2002). One key to building effective programs that provide the greatest benefit to young people is through increasing access to professional development opportunities through training and technical assistance (National Youth Development Information Center, 2005).

In support of this effort, the Building Partnerships for Youth project (BPY) developed an on-line youth development resource center for Extension educators and health professionals who work with young people ages nine to 13. Through a partnership between National 4-H Council and the University of Arizona, and with funding from the Centers for Disease Control and Prevention (CDC), Division of Adolescent and School Health, BPY provides youth development resources and supports to Extension educators, health professionals, and those working in the field of youth development through an extensive and easy-to-use Web site.

Visitors to the BPY Web site <http://bpy.n4h.org> find an array of resources, including, an ever-expanding database of youth development programs. Users have access to multiple methods of searching the database, e.g., descriptive keywords, program characteristics, or elements of youth development. They also discover a youth development bibliography, informative fact sheets, timely e-bulletins, configurable PowerPoint presentations, and training opportunities.

History of Building Partnerships for Youth

In June 2000, National 4-H Council in collaboration with the University of Arizona and the University of California-Davis entered into a cooperative agreement with the CDC, to provide resources and support to national, state, and local organizations working with youth ages nine to 13 to help promote abstinence from sexual activity. Youth development was presented as an alternative strategy to traditional abstinence curricula and programs, as a means of preventing the spread of HIV/AIDS, STDs, and unintended pregnancy, and promoting the healthy development of all young people.

When this project began, youth development was a relatively new construct for many within the public health community. The introduction and use of this approach has provided an opportunity for increased visibility within this context for youth development professionals within the Cooperative Extension System. The resulting project focuses on providing resources that emphasize a youth development approach not only as a means of encouraging the prevention of risky behaviors but also as a means of promoting positive developmental opportunities to enhance the well-being of young people.

This effort began with the belief that three strategies are important in the development of programs that encourage young people to make healthy choices: youth-adult partnerships, cross-age teaching, and stakeholder involvement. These three strategies, along with a belief that a focus on nine to 13-year-olds is essential, became the basis for the BPY project and the resulting Web site.

Using Research as a Guide

Developing a Web site rooted in research required an understanding of the current youth development literature. In early 2001, an extensive literature review was conducted to provide the framework for the BPY project and Web site. A team of six professionals reviewed more than 100 journal articles, foundation reports, Web sites, and publications by non-governmental and voluntary youth-serving organization, with the goal of examining the theory base, empirical support, language used, definitions of, and elements included in youth development. The Web site is based on a framework developed as a result of this literature review completed in June 2001.

Twenty-One Elements of Youth Development

On the basis of that review, we determined that existing youth development research and theory had identified 21 unique elements of youth development. The Web site includes in-depth information about these elements, including definitions, fact sheets, e-bulletins, and training archives.

The literature review also uncovered a number of characteristics of youth development programs deemed to be important for program administrators. The characteristics were related to either the project goal of promoting abstinence from sexual intercourse (i.e., does the program address sexuality/abstinence?) or the larger goal of positive youth development (i.e., does the program provide young people with the opportunity to volunteer in the larger community?). These characteristics along with the 21 elements of youth development became the guiding framework for the BPY Web site.

Program Database

This framework has been used to code youth development curricula and program options to be entered into the database and available on the Web site. The database currently includes 59 programs.

The Web site offers interactive ways to search the database. Users may search and locate programs by identifying program activities, by selecting among the 21 elements of youth development, or by entering descriptive keywords, or they may also browse all the programs. Each program in the database is coded using the framework described above. The screen below shows the main page for the Crossroads: Teens Making Ethical Decisions program. Information on each element and program characteristic is available by clicking on the tabs along the top of the screen.

Figure 1.
Building Partnerships for Youth Screen Shot

Summary

In February 2005, a new and improved version of the Web site was launched. The redesigned Web site offers visitors easier navigation, increased accessibility, and more user-friendly features. Currently the BPY team is completing two new products to be available in early 2006. The first product is a customizable tool to increase collaboration around youth development It is comprised of a PowerPoint presentation template and a manual providing instructions for customizing the presentation to reflect your community. The second product is an online youth development program assessment tool designed to help those working with youth to determine a program's ability to address each of the 21 elements of youth development. Once a program is assessment the tool then provides relevant resources to help integrate these elements into existing programs. We invite you to visit the BPY Web site <http://bpy.n4h.org>, sign up for our e-bulletin to receive updates, learn more about the project, and provide your input.

References

National Research Council and Institute of Medicine. (2002). After-school programs to promote child and adolescent development: Summary of a workshop. Committee on Community-Level Programs for Youth. J. A. Gootman, Ed. Board on Children, Youth and Families, Commission on Behavioral and Social Sciences and Education. Washington, DC: National Academy Press.

National Youth Development Information Center. (2005). Professional development. Retrieved August 1, 2005 http://www.nydic.org/nydic/staffing/profdevelopment/index.htm

Fa⋅cil⋅i⋅ta⋅tion: The Road to Effective Meetings

Ellie Rilla
Community Development Advisor
erilla@ucdavis.edu

Carole Paterson
County Director
capaterson@ucdavis.edu

Linda Manton
Regional Director
lmmanton@uckac.edu

Pat Day
Director, Program Planning and Evaluation
Pat.Day@ucop.edu

University of California Cooperative Extension
Division of Agriculture and Natural Resources

Introduction

Feeling frustrated with meetings that take a lot of time yet accomplish little? Do you notice how most of the talking comes from only a few meeting participants? Whether you call a meeting to analyze a problem, develop a plan, report on progress, celebrate an event, or simply to socialize with friends or family, you want the meeting to be efficient and rich with input from all participants. Almost everyone can learn and use facilitative behaviors to guide the meeting process and to support the group in accomplishing desired outcomes (Schwartz, 1994). In California, a "team" of trained Extension professionals conducted Essential Facilitation workshops to expand this technique among 200 Extension professionals, faculty, and volunteers throughout California.

Why Bother?

After the University of California Cooperative Extension (UCCE) reorganized in 1999, senior administrators, divisional, and regional directors saw the need for embracing a method to conduct meetings that were more focused and effective. Familiar with the Interaction Associates program <http://www.interactionassociates.com/> of learning and performance improvement, their goal was to train employees, no matter their work title, in the art and science of Essential Facilitation (EF) as developed by Michael Doyle and David Straus (1976).

Train the Trainer Program

UCCE contracted with Interaction Associates (IA) to train a team of 10 in-house employees to become EF trainers. Each team member completed two 5-day workshops. Subsequently, each team member conducted a 3-day Essential Facilitation practicum, which was observed and critiqued by an Interaction Associates trainer. All 10 team members successfully completed the training and were certified by IA as Essential Facilitation trainers.

The "team of 10," in turn, trained UCCE employees in the EF technique, so that employees might apply their newly acquired EF tools to their professional work. After the training, graduates were to be able to:

• Plan and conduct effective meetings,
• Guide groups toward their objectives,
• Assist meeting participants in building understanding and agreement,
• Bring out the best in each group member, and
•   Demonstrate the power of facilitation at work, at home and in the community.

A maximum of 14 trainees per workshop participated in interactive sessions, with plenty of one-on-one contact with trainers. Each participant completed a pre- and post-quiz, conducted a facilitated meeting where they were videotaped and critiqued by the trainer, and if successful, graduated as a certified facilitator. Using these new tools in their daily work, the graduates are now part of a statewide team of county based advisors, 4H and Master Gardener volunteers, specialists, administrators, and support staff who use this proven meeting technology to conduct focused, effective meetings.

Fa⋅cil⋅i⋅ta⋅tion: The Art of Making Easy or Easier

Over 200 ANR members have been trained during the past 6 years in EF techniques. They are using this model in their programs, in staff meetings, in community forums, and in professional conference settings.

A random sample of 52 EF graduates administered in January 2003 shows that:

• 97% of them find EF techniques useful on the job, 80% use EF with other groups, and 71% use EF at home with family and friends;
• 16% use EF skills daily, 48% use EF weekly, and 29% monthly; and
• EF methods were used in:
  • Industry meetings to define problems and possible solutions,
  • Implementation meetings of research teams,
  • Program volunteer meetings,
  • Day-to-day supervision of staff,
  • Committee meetings,
  • Long-range planning,
  • Activity planning with friends, and
  • Communication and decision-making among family members.

All of the respondents say they plan to continue using EF skills. Says Sharon Asher, 4-H Staff Assistant, "I really enjoyed the training. It's the first one in a long time that I feel has truly been worth spending the time and energy on, and I left with many tools that will benefit me."

Community Impacts

Twenty percent of all UCCE employees received EF training, meaning that those 200 individuals have, as extenders of the methodology, reached an estimated 12,818 individuals. UCCE partnerships with campus departments, e.g., Human and Community Development, the School of Veterinary Medicine, and the Plant Science Department, have strengthened since faculty have taken the course and seen positive effects.

Says UC Davis Vet School associate dean of Extension & Public Programs, Don Klingborg, "Students and faculty were all reminded about the critical nature of effective process in delivering quality decisions about content issues, and were provided with key knowledge and skills for their individual 'tool box' to make them more effective."

The EF model rekindled partnerships with a clientele base, especially adult volunteers in the 4-H Youth Development and Master Gardener programs. Farm Advisor Pam Geisel explains, "Not only did facilitation help me manage meetings better, it actually helped me manage my volunteer program better. Facilitation is about helping others get the job done, including volunteers."

Dimensions of Success

One EF tool described in Figure 1 measures the impact of the Essential Facilitation methodology. A balance of the three components enables any working group to conduct an effective meeting or successful program. The dimensions include:

• Process (is transparent, meets the desired outcomes, provides a safe environment for all present, guides rather than leads the group),

• Relationships (individual's experience in relating to colleagues and the organization, how people feel about their contributions, group maintenance), and

• Results (accomplishment of the task, achievement of the desired outcome).

Figure 1.
Dimensions of Success Components

A case in point: Karen Rippey of the US Army Corps of Engineers approached David Lewis, UCCE Watershed Management Advisor, about his availability to organize a technical review panel to examine a proposed scope of work for the Russian River Watershed Council's multi-year restoration plan in Northern California. Rippey said, "The RRWC had been developing a scope of work for about a year, and I felt that Dave's meeting facilitation expertise would help to finalize the Russian River Watershed Adaptive Management Plan Scope of Work."

The technical review panel included recognized experts who were respected by the larger community as non-biased and neutral. In his work with the panel, Dave used the results-process-relationship triangle. Panel member Liza Prunuske commented, "We knew we needed to get a result, and we felt well cared for during an agenda that was structured, yet flexible. There was time for conversations during and after meals, getting beyond all the technical and scientific discussions."

Conclusion

Visit the UCCE EF Web site at <http://groups.ucanr.org/ANR_Leadership/> to read five case histories that illustrate a wide range of scenarios where the use of EF strategies make a difference in meeting effectiveness and how they benefit community efforts. As a result of this program, the Interaction Associates model of meeting facilitation is rapidly becoming the methodology of choice for more productive and satisfying meetings throughout UCCE.

References

Doyle, M., & Straus, D. (1976). How to make meetings work. New York: Jove Books.

Schwartz, R. M. (1994). The skilled facilitator. San Francisco: Jossey Bass Publishers.

Conducting 4-H Spring Break Activities to Meet Community Needs

Donna R. Gillespie
Minidoka County Extension Educator
District III Area 4-H/Youth Educator
University of Idaho
Rupert, Idaho
donna@uidaho.edu

Situation

A University of Idaho study of Idaho youth (Goodwin et al., 2005) showed how important it is for kids to feel accepted and safe during out-of-school hour activities. Seven out of 10 4-H youth reported that 4-H is a "safe place for learning" and "4-H clubs are supportive environments where I feel accepted for who I am." With this in mind, Minidoka County 4-H staff saw the need to provide 4-H curriculum-based workshops during the weeklong school spring break. Area youth are traditionally out of school the third week in March, and in most cases adults in the family are employed and are not able to stay home. This leaves youth home alone or in other less desirable environments.

The Minidoka County 4-H Promotion and Expansion Committee recognized the need for youth activities during long breaks from school and supported the decision to provide workshops for these youth. Area schools appreciate the value of hands-on learning and the development of life skills and helped in distributing information about the activities.

Response

A program called "Jump Into Spring" began in Minidoka County in 2002 to provide something fun and educational for kids to do during spring break. Classes offered were 2 hours long, and the materials used were from approved 4-H curriculum. This activity was a good opportunity to work on a 4-H project, but youth did not need to be in 4-H to participate. The fee charged for the classes was $5.00 per person, which allowed the youth to attend one class or all six.

Classes offered included scrapbooking, leather craft, family folklore, frozen bread dough, financial management, and ethics and etiquette. A 1-day workshop to help youth and adults explore the reality of working partnerships was also included. This workshop was presented by the University of Idaho in partnership with the Rupert Kiwanis, the City of Rupert, Minidoka County, Mini-Cassia Health Net, the Minidoka County School District, and Minidoka County 4-H. The goal of this partnership workshop was to help the participants understand the need to work together in making decisions about programs and to develop strategies to work together in the community.

Program Growth

Jump Into Spring has expanded to include more classes and reach a larger audience each year. Partnerships were also formed with area businesses, the local library, city police, 4-H volunteers, 4-H teens, and other county 4-H programs in District III. In 2004, many of the classes were taught by area business owners or 4-H volunteers from nearby counties. This enabled the information to spread across county lines, and in 2005 most of the county 4-H programs within the Extension District offered workshops for youth during spring break.

Participation continues to grow, and fees were increased to $7.00 in 2005 for one or all classes offered. Classes included: Smart Cookies, Furry Scarves, Rocketry, Cowboy Poetry, Pillow Making, Shooting Sports, Dutch Oven, and Wildlife. Art, Palette of Fun (a project in a day) was also offered for an additional $5.00. In 1 day, this project was completed, demonstration given, record book finished, and ribbons awarded. These projects were also displayed at the Minidoka County Fair held in August.

Outcomes

The attendance for classes offered during Jump Into Spring activities increased from 151 (six classes) in 2002 to 457 (nine classes) in 2005. The majority of youth attending participate in four or more of the classes. In 2005, 41% of the youth attending were not 4-H members, an increase from 19% in 2003, enabling more youth to be exposed to the positive influence of 4-H. Ages invited increased from nine and older in 2002 to including "clover buds" in 2005, some as young as 5 years old.

Suggestions for topics are no longer decided by the 4-H staff but recommended by volunteer adults and 4-H teens who commit to plan and teach the sessions. In order for families to continue to participate, registration fees have been held to a minimum with donated items and support from community volunteers.

Program Evaluations

Families who participated in 2005 were surveyed before and after the program to determine their level of knowledge about 4-H and change in the following life skills; (A) communication, (B) problem solving, (C) planning/organizing, (D) teamwork, and (E) personal safety. On a scale of 1 (lowest) to 5 (highest), knowledge about 4-H increased from 4 to 4.5. All showed an increase in the knowledge of life skills (average of 3.4 to 3.9), with the largest increases in problem solving, planning/organizing, and teamwork.

Figure 1.
Knowledge and Skills Gained from Jump Into Spring

Families were also asked to evaluate the level of enjoyment and knowledge learned during the classes. On the same 1 to 5 scale, classes averaged 4.4 in the level of enjoyment and 4.6 in knowledge learned. The Dutch Oven class and Art, Palette of Fun were reported to be the most enjoyable (each rated 4.8) and also had the highest level of knowledge gained (5). Proving learning through 4-H can really be fun!

Impact on Families

The survey also asked families how Jump Into Spring affected their activities during spring break. Comments included:

• It was a great way to spend my spring break vacation.

• My kids were glad to have something fun and social to do; it's nice to be able to pick classes.

• These are the only plans we make during spring break now.

• Loved the idea, it gets more kids into 4-H.

• The girls enjoyed every class they went to, they can't wait to show off at fair.

• Kids had a great time and can't wait until next year, thanks so much.

• This week is great, my girls enjoyed being here so they don't have to stay home, keeps them from being bored.

• Kids had something to do, learn a lot and had fun.

• It let my kids do something constructive and educational during spring break, they loved the hands on projects.

Participants were asked how they found out about Jump Into Spring activities, 29% indicated the 4-H Leader Newsletter, 19% direct mail, 14% from another person, 14% radio interviews, 14% school handouts and 10% from local newspaper articles.

Conclusion

Jump Into Spring is a growing and successful program because it meets the needs of area families during spring break from school. Youth and adults agree that classes are educational and fun. Volunteers, including those from surrounding counties, continue to offer to help and teach a wide variety of workshops. Non-4-H members are attending at an increasing rate, enabling more youth to be exposed to the positive influence of 4-H. The Minidoka County 4-H Program will continue to organize spring break activities for area families including more 4-H projects in a day.

References

Goodwin, J., Barnett, C., Pike, M., Peutz, J. , Lanting, R., & Ward, A., (2005). Idaho 4-H impact study. Journal of Extension [On-line], 43(4) Article 4FEA4. Available at: http://www.joe.org/joe/2005august/a4.shtml

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