Agroforestry Extension training sourcebook: module 4

AGROFORESTRY

TRAINING /1 AGROFORESTRY EXTENSION

MODULE COMMUNICATION

INTRODUCTION

The maerial in this M odule will help agroforestry Extension Staff members become effective

commuricators. Through the activities described, characteristics of positive, “development-generating

commurication” are explored. Trainees will learn about differences between effective and ineffective

communication. Opportunities are provided to practice the skills needed to become good

commuricators.

The Sojrcebook's Introduction, and Module 3 on Project Approach to Agroforestry Extension,

emphasze qualities that are important for an Extension Staff to have. Extension com munication training

should mprove upon the basic qualities you looked for when selecting your staff. It will help an

Extensicn Staff to:

œvelop understanding and trust among its members

tecome more sensitive to the small scale farmer

inprove self-confidence about interacting with community groups and individual farmers

inprove skills that promote sharing of ideas, information and techniques between the Extension

Staff and farming community.

CONTENTS

The Module consists of three lessons on interpersonal communication. The fourth lesson concerns

media that support interpersonal communication.

Lesson 1 is about approaches to introducing groups of people to the idea of agroforestry.

Through role plays and facilitated discussions trainees will learn how different teaching

jpproaches affect a group’s interest in something new or unfamiliar, and thus their desire to

farticipate and learn about it

Lesson 2 consists of a presentation and group discussion about adult learning theory. This

[rovides trainees with a basic understanding of non-formal education and extension

tommunication.

Lesson 3 provides material for conducting a workshop on building effective interpersonal

(ommunication skills. Trainees will learn to identify factors that can inhibit effective

(ommunication and will practice techniques to overcome these.

Lesson 4 provides guidelines for a discussion about the selection and use of Communication

Support Techniques and Materials (CSTM) to complement person-to-person communication in

>our agroforestry training and extension program.

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APPROACH

The Sourcebook promotes an extension

approach that relies most importantly on

person -to-person contact between farmers and

Extension Staff. The ultimate aim in using this

approach is to promote agroforestry through

direct farm er-to-farm er communication.

Interpersonal communication is the most

effective way to promote mutual learning and

problem-solving.

The focus of communication training therefore,

is on improving the quality of person-to-person

interaction.

Visual and printed communication materials

also play an important role in sharing

information and motivating people to participate

in agroforestry development These are treated

as complementary and supportive of

person-to-person communication.

TECHNIQUES

The most effective method to stimulate learning about person-to-person communication is to create

learning situations where trainees are better able to appreciate and understand what happens when

people try to relate to one another. This understanding is assisted by the use of several training

techniques such as Word Tools and Role Play

Learning about communication, like most topics, is assisted also when trainees are directly involved in

developing the learning situation through the contribution of their own ideas. Brainstorming and

Facilitation are training techniques that promote trainee input into the learning situation. Trainees'

inputs also enrich the body of training material.

Linking information in these lessons with other pertinent Modules in the Sourcebook can make

communication principles and techniques more relevant. If the material is directly relevant to the

trainees’ experience, it will be easier to understand and apply.

Word Tools

Word Tools are labels for identifying and characterizing different aspects of how people interact. They

help us remember communication concepts. They help form a common vocabulary among trainees

that promotes a sense of Extension Staff identity.

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Look out for the following Word Tools in this Module:

R e sp e c t -the former

Encourage fne forirwr +o Shaw K s ideas)

A s k q u estio n s

L»ivtvn core fully +o the fermer

R E M COMMUNICATION

ACTIVE LISTENING

DEVELOPMENT GENERATING

COMMUNICATION

C O M M U N IC A T IO N

Record additional Word Tools as the training experience generates them.

Role Play is the technique of acting out a real life situation to help us understand

other's viewpoints, or to experience a situation w e have not been in before It is a

teaching technique used throughout this Module and others.

Learning by role play involves three steps:

1 Prepare for the role play by imagining the situation you want to create, and verbally “setting the

stage" for it Describe the situation and assign roles to different characters;

2 Enact the role play, allowing it to unfold as the characters "feel out” their roles;

3 Analyze the role play by discussing immediately afterwards, what the actors and the audience (if

any) thought was happening, and why.

The most creative and educational use of role play involves minimum role and script definition by the

trainer. Allow the actors to play their roles freely based on the general situation and character types

described to them.

Once trainees are familiar with role play it is extremely valuable to have them create, act out and interpret

their own.

Role Play is used extensively in Lesson 3 of this Module. Use role plays frequently throughout your

training program for learning value and for fun!

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Brainstorming

Brainstorming is the technique of encouraging spontaneous contributions from all members of a group

to generate ideas or solve problems. It is a means of generating many ideas about a particular question

or issue.

The trainer’s role in brainstorming is simply

to:

Ask a question or pose an issue,

W rite the question on newsprint or

chalkboard for all to see,

Actively encourage trainees to give their

ideas,

W rite their responses on newsprint or on

the board, under the question,

Verbally synthesize the responses,

pointing out differences and similarities.

Trainees’ participation in brainstorming sessions should help them think openly and creatively. Open

and creative Extension Staff should contribute to a better extension program.

Facilitation

Facilitation is the technique of bringing pooplo’3 ideas forward for group members to consider and

discuss. It also involves helping the group reach a deeper understanding or resolution of information or

issues that interest the members. It is a non-directive way of encouraging learning.

Good facilitation involves:

Listening for the meaning behind people’s words,

Finding relationships among different ii

Synthesizing information and ideas,

Clearly presenting the synthesis to the

Facilitation is suggested throughout the Sourcebook as a training technique. In this Module, trainees

will have the opportunity to assess the technique as a communication aid. They will begin developing

facilitation skills to use in interacting with their agroforestry communities.

For more about facilitation, review the Learning Notes in Lesson 2. Examine the SOURCEBOOK

SUPPORT MATERIALS/ (SSM 4-1) on this topic entitled Leader as Facilitator.

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Communication Support Techniques and Materials

Direct person-to-person contact as a method of influencing people’s ideas and practices, can be very

effectively complemented by using Communication Support Techniques and Materials (CSTM).

SOURCEBOOK SUPPORT MATERIALS for this Module (SSM 4-2) provide detailed guidelines and

suggestions about how to select, develop and use communication support media that can be

appropriate for your project

Communication support can be provided through a wide variety of media and methods. The

objective of CSTM is to promote communication, discussion and learning among project

staff and project participants. They should not overwhelm, disguise or distort the ideas you

want to promote.

Communication Support Techniques and Materials require considerable planning and

creativity to ensure they are used effectively. The results of your effort can be well worth it.

Use SSM 4-2, Sections I, II, and IV as your planning guide for com munication support in

training your extension staff. Use Sections I, III and IV in planning com munication support for

community extension.

Linking Modules

Effective com munication and com munication training is based on a good understanding of w ho your

Extension Staff are interacting with, and the kind of information that is shared. It is therefore important to

link the training material in this module with the modules that focus on these aspects of your agroforestry

project

M odule 3 of the Sourcebook (Project Approach

to Agroforestry Extension) is concerned with

identifying and characterizing the people in

your project area, your project Extension Staff

and how your project can promote the best

interaction between them.

These qualities are especially important to bear

in mind as you guide your trainees in

communication training and extension.

Module 5 (Agroforestry Diagnosis) provides the

best opportunity to practice the skills gained in

this Module. Diagnosis depends heavily on

good communication skills and techniques for

gathering, using and sharing information about

your project environment.

M W U L E

I M O D U L E ^ M O D U L E

f 5 ;

Literature

The field of development communication is vast and informative. You will find it useful to explore

communication theory for ideas about designing and guiding your project’s training and extension

com ponent

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In addition to development communication theory, there is a growing number of useful training and field

manuals on development worker communication. These can expand your Ideas about how to achieve

development-generating communication in your project area. Consider the titles indicated below.

A HANDBOOK FOR FACILITATORS

by Joyce Stanley, Kathryn Rick and Freddie

Zufferey, 1983

Applied Research Unit

Ministry of Local Government and Lands

Botswana

WOMEN WORKING TOGETHER

FOR PERSONAL, ECONOMIC, AND

COMMUNITY DEVELOPMENT

by Suzanne Kindervatter, 1983

Overseas Education Fund

Washington D.C.

TRAINING ACTIVITIES FOR GROUP

BUILDING, HEALTH AND INCOME

GENERATION

by Dian Seslar Svendsen and Sujatha

Wijetilleke, 1983

W omen’s Bureau of Sri Lanka

Overseas Education Fund

COMMUNICATION GUIDE FOR

EXTENSION WORKERS

by an Editorial Committee and Consulting

Editor Dr. J. Wang’ombe, 1984

Rural Services Coordination and Training

Unit

Ministry of Finance and Planning

P.O. Box 59426 Nairobi,

Kenya

HELPING HEALTH WORKERS LEARN

by David Werner, and Bill Bower, 1984

Hesperian Research Foundation

P.O. Box 1692

Palo Alto, California 94302

TRAINING FOR TRANSFORMATION: A

HANDBOOK FOR COMMUNITY

WORKERS

by Ann Hope and Sally Timmel, 1985

Mambo Press

Gweru, P.O. Box 779

Zimbabwe

MANUAL FOR FIELD WORKERS

UNICEF/UNFPA, 1985

Kathmandu, Nepal

COMMUNITY DEVELOPMENT-WORKER

TRAINING SERIES

UNICEF/ESARO, 1986

Paris, France

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PREVIEW OF LESSONS

$ e & i£ 2L ' focuses on how to introduce agroforestry to groups of farmers so they will be

interested enough to come back for more information. It involves a sequence of role plays

and facilitated discussions to demonstrate different ways of addressing audiences and their

effectiveness.

involves a trainer presentation and facilitated discussion about techniques that are

^ --------- useful for helping people communicate in ways that promote idea-sharing and learning.

The lesson focuses on the importance of creating an effective learning environ ment for farmers as part

of the project's extension strategy. You will build on the ideas generated in this lesson through the

activities in Lesson 3.

a series of activities designed to help trainees focus on specific conditions

— required for effective communication to occur. Trainees analyze realistic communication

situations and practice skills required to make the best of different situations.

cons's,s °* a discussion facilitated by the trainer. The discussion is aimed at

encouraging trainees to consider the selection and use of Communication Support

Techniques and Materials (CSTM) to spread and increase the impact of agroforestry messages

throughout the project area. The lesson is designed to encourage additional lessons and activities that

will lead to the effective development ot appropriate US IM by project statt and others within the project

area. The lesson will also help you determine how to organize the resources, skills and time necessary

to mount an effective communication program that complements and supplements your project’s direct

communication efforts.

The four lessons require about four days to conduct. The exact time depends mainly on the size of your

training group. Because the lessons require trainees’ participation, it will take longer if more are

involved.

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