Core
Competency Handbook Core Competencies of Extension Workers
Core Competency Handbook for Extension Staff
5. Core Competencies of Extension Workers
Preface
Agricultural systems and practices are changing across the world, and producers’ needs are
This handbook is designed as a reference manual for front‐line extension staff to use in their day‐
changing, too. Farmers of the developing world are increasingly aware of new technologies and
to‐day work. It offers a set of tools for effective communication, program planning and
improved practices. They are demanding credible information about the benefits of adopting
evaluation. It is meant to support and educate agricultural extension workers worldwide. The
these improved practices. Specifically, they are demanding services such as quality seeds, timely
intended audiences of this handbook include: governmental agriculture, fisheries, natural
supply of inputs such as fertilizer, credit to buy needed inputs, and access to market information
resources and community development ministry officials; governmental and non‐governmental
and services. They expect these services to be responsive to customer‐expressed needs ‐‐ that is
extension district/regional managers; extension‐related faculty and their students—preservice
extension workers;
customer‐driven. and field‐level
These challenges agents, whether on
put pressure governmental, non‐governmental
extension professionals to be or more
for‐
profit. We hope that this handbook will help advance efforts to empower and continue educating
knowledgeable, skillful and able, not only in technical subject matter but also in process skills.
extension personnel through in‐service training opportunities, continuing education
Extension workers should remain current with emerging technologies, be able to handle
programming and “train‐the‐trainer” programs. Such efforts may include targeting specific tools
challenges, tap opportunities and demonstrate competency in their services. They need to
of interest to audiences and inviting scholars/practitioners to teach participants about them.
possess a set of core competencies ‐‐ i.e., collective organizational skills upon which the
Agricultural extension and advisory services are transitioning from a focus on technology transfer
organization bases its primary operation or services. Athey and Orth (1999) defined core
to a focus on facilitating a range of interventions in complex contexts. No longer is extension first
competencies as a collection of observable dimensions ‐‐ individual skills, knowledge, attitudes,
and foremost a conduit of innovations coming from research and passing them on to farmers.
behaviors, and collective processes and capabilities ‐‐ necessary for individual, organizational and
Today’s agricultural extension and advisory services are being challenged to serve as the
program success. McClelland (1973) argued that being knowledgeable and/or intelligent only
connecting actor in complex agricultural innovation systems. The role of extension in agricultural
does not indicate that a person is an effective and efficient worker ‐‐ a worker’s performance is
development is continuously evolving, and effective front‐line staff members need skill sets that
a function of his/her knowledge plus skills and attitudes. Hence, extension professionals should
may differ from those they learned in school. Extension professionals must have an
not be judged solely on how knowledgeable they are in their technical subject area of expertise
understanding of the communities they work in and have compassion for the people they serve.
They should be well‐versed in adult education principles. Besides sound technical knowledge,
but on how skillful and able they are in delivering services to their clients. It should also be noted
they must competency
that core possess adequate
needs knowledge and skill
are contextual, and in participatory
extension tools contexts
workers’ and techniques for
affect their
planning, implementation and evaluation of extension programs. Good communication skills are
competency needs and competency levels.
critical in all aspects of their work. This handbook attempts to provide some tools and approaches
The roles and responsibilities of an extension educator may be classified into two broad
that can help front‐line extension staff do their important work.
categories: process skills or functional competencies, and technical skills. Networking with local
Most of the process skills or tools in this handbook are grounded in communication, education,
organizations, facilitating group formation, resolving conflict and engaging stakeholders in
rural sociology and applied development science. These tools are valuable for the trainers of field
program planning are examples of process skills or functional competencies. On the other hand,
extension workers. This handbook was created to help meet the need for a simple but
identifying the causal organism of maize disease, testing the soil pH and interpreting the results,
comprehensive guide for extension workers that focuses on process skills and competencies. Our
and conducting a method demonstration on how to perform artificial insemination on dairy cattle
goal was to create a concise yet complete, easy to read, user‐friendly explanation of some of the
are examples of technical competencies. A good extension educator needs to possess both
skills that extension workers need to help farmers improve agricultural productivity and to help
process and technical skills.
create a sustainable and inclusive agriculture system through demand‐driven and participatory
approaches that have gained prominence in the past two decades.
Developing core competencies is fundamental to all extension staff training. Davis (2015), Davis
and Sulaiman (2014), and Sulaiman and Davis (2012) articulate the need to develop functional
Please note that neither the length of each tool’s description nor its numeric order in this
handbook is meant to convey the tool’s importance, complexity or usefulness. Not all tools are
and technical capacities across three levels: individuals, organizations and enabling environment.
equally useful in particular circumstances. Furthermore, some complex and powerful tools are
They also emphasize capacity development as a long‐term investment for extension.
easier to describe than others. We present a brief overview at the end of this handbook of some
The level of skills required may vary with the place, country and context.
of the ways for extension personnel to evaluate the potential usefulness and appropriateness of
the tools. However, in the end, educated and well‐trained extension staff members will be
expected to use their best judgment on how best to proceed. We hope this handbook helps them
do so.
29
29i
Core Competency Handbook Core Competencies of Extension Workers
Core Competency Handbook for Extension Staff
Specialized Competence
Preface
Technical skills and competencies for extension field workers vary by specialization. For example,
an extension worker working in the forestry sector needs to have basic technical knowledge and
This handbook is designed as a reference manual for front‐line extension staff to use in their day‐
skills that
to‐day would
work. differ a
It offers from
set those of agricultural
of tools for effective or communication,
livestock extension workers.
program Similarly,
planning and
community health and nutrition extension field workers and community fishery technicians will
evaluation. It is meant to support and educate agricultural extension workers worldwide. The
intended audiences
need different of this
technical handbook
knowledge and include: governmental
skills. Of course, some agriculture, fisheries,
level of technical natural
skills and
resources and community development ministry officials; governmental and non‐governmental
knowledge are equally needed and useful for a wide range of agricultural extension workers.
extension district/regional managers; extension‐related faculty and their students—preservice
Examples of such technical skills include knowledge on crop varieties; diagnosis and treatment of
extension workers; and field‐level agents,
insects, other pests and diseases; and whether of a farm business plan
development governmental, non‐governmental or for‐
based on market
profit. We hope that this handbook will help advance efforts to empower and continue educating
analysis.
extension personnel through in‐service training opportunities, continuing education
programming and “train‐the‐trainer” programs. Such efforts may include targeting specific tools
Characteristics of Effective Extension Workers
of interest to audiences and inviting scholars/practitioners to teach participants about them.
Agricultural extension and advisory services are transitioning from a focus on technology transfer
Scholars and practitioners have proposed many areas of core competencies for agricultural
to a focus on facilitating a range of interventions in complex contexts. No longer is extension first
extension workers (Cooper and Graham, 2001; Scheer et al., 2006). It seems that nine areas of
and foremost a conduit of innovations coming from research and passing them on to farmers.
professional core competencies adequately address the needs of demand‐driven, decentralized,
Today’s agricultural extension and advisory services are being challenged to serve as the
pluralistic and participatory extension systems, they are:
connecting actor in complex agricultural innovation systems. The role of extension in agricultural
Plan well: An extension worker needs to be able to plan a program meticulously.
development is continuously evolving, and effective front‐line staff members need skill sets that
Expanding participation not just in terms of numbers but also participation by different
may differ from those they learned in school. Extension professionals must have an
understanding of the communities they work in and have compassion for the people they serve.
groups within a village and publicizing the meeting or field experiment are essential.
They should be well‐versed in adult education principles.
While planning an extension program, an extension Besides sound technical knowledge,
worker should know who the
they must
beneficiaries and stakeholders are, what resources are tools
possess adequate knowledge and skill in participatory and techniques
available, for
what national
planning, implementation and evaluation of extension programs. Good communication skills are
agricultural strategies are in place and where the emphasis of the government is. Doing a
critical in all aspects of their work. This handbook attempts to provide some tools and approaches
needs assessment, especially involving the poor and female farmers and young people,
that can help front‐line extension staff do their important work.
can fine‐tune a program to meet local needs.
Most of the process skills or tools in this handbook are grounded in communication, education,
Coordinate and collaborate to implement: Effective extension workers are able to
rural sociology and applied development science. These tools are valuable for the trainers of field
extension implement
workers. extension programs
This handbook was by coordinating
created activities
to help meet the and
need collaborating
for a simple with
but
development partners within their assigned area or communities by building teamwork,
comprehensive guide for extension workers that focuses on process skills and competencies. Our
involving local stakeholders and negotiating when conflicts arise. Reaching and involving
goal was to create a concise yet complete, easy to read, user‐friendly explanation of some of the
members of marginalized groups ‐‐ such as women and members of minority groups ‐‐ in
skills that extension workers need to help farmers improve agricultural productivity and to help
innovations through the participatory method is another important skill that extension
create a sustainable and inclusive agriculture system through demand‐driven and participatory
workers should practice. Touch and feel never fail, so it is effective to allow local people
approaches that have gained prominence in the past two decades.
Please (farmers) to try their hands in the field so they feel confident to adopt new technologies
note that neither the length of each tool’s description nor its numeric order in this
(equipment, inputs, etc.) when the extension worker is not around.
handbook is meant to convey the tool’s importance, complexity or usefulness. Not all tools are
equally useful in particular circumstances. Furthermore, some complex and powerful tools are
Be humble: Farmers already know a lot about their farming system, and you as an
easier to describe than others. We present a brief overview at the end of this handbook of some
extension worker need to respect this. You are in the field to serve farmers’ interests and
of the ways for extension personnel to evaluate the potential usefulness and appropriateness of
further their aspirations, so find out what they know and build on that. If you seem to be
the tools. However, in the end, educated and well‐trained extension staff members will be
a “know‐it‐all,” there is little chance that a farmer will express herself/himself.
expected to use their best judgment on how best to proceed. We hope this handbook helps them
do so.
30
30 i
Core Competency Handbook Core Competencies of Extension Workers
Core Competency Handbook for Extension Staff
Communicate confidently: An extension worker has to be a good communicator so that
Preface he/she is able to persuade people to change their methods of cultivation or
adopt innovative practices or technologies. It is no simple task. An extension worker
This handbook is designed as a reference manual for front‐line extension staff to use in their day‐
should effectively listen to what his/her audience says and use language and content that
to‐day members of the target groups can understand. Learn and practice well so all doubts are
work. It offers a set of tools for effective communication, program planning and
evaluation. It is meant to support and educate agricultural extension workers worldwide. The
taken care of before you reach the audience.
intended audiences of this handbook include: governmental agriculture, fisheries, natural
Build public relations: The next stage of good communication is public relations. You need
resources and community development ministry officials; governmental and non‐governmental
extension district/regional managers; extension‐related faculty and their students—preservice
to be able to build good relationships and rapport with people so they are comfortable to
extension workers; and field‐level agents, whether governmental, non‐governmental or for‐
talk to you, ask questions and believe you. The stronger the relationship and feelings of
profit. We hope that this handbook will help advance efforts to empower and continue educating
trust, the quicker the adoption of the recommended technology and practices.
extension personnel through in‐service training opportunities, continuing education
Value the diversity: A village has multiple identity groups in terms of wealth, ethnicity,
programming and “train‐the‐trainer” programs. Such efforts may include targeting specific tools
caste, language, tribe, etc. An extension worker has to be sensitive toward these to ensure
of interest to audiences and inviting scholars/practitioners to teach participants about them.
that a program appeals to a wide audience containing many identities and does not
Agricultural extension and advisory services are transitioning from a focus on technology transfer
conflict with any religious/cultural belief or tradition. A Muslim farmer, for instance,
to a focus on facilitating a range of interventions in complex contexts. No longer is extension first
might resist rearing a pig for religious reasons; tribal farmers might resist adopting a new
and foremost a conduit of innovations coming from research and passing them on to farmers.
Today’s crop variety because a traditional variety is being cultivated there. These points need to
agricultural extension and advisory services are being challenged to serve as the
be taken into consideration when planning and delivering extension services.
connecting actor in complex agricultural innovation systems. The role of extension in agricultural
development is continuously evolving, and effective front‐line staff members need skill sets that
Acquire educational and informational technology: Information communication
may differ from those they learned in school. Extension professionals must have an
technologies (ICTs) such as mobile phones, texting, conference calls, computer, Internet,
understanding of the communities they work in and have compassion for the people they serve.
email, etc., are increasingly being used in extension services. The ICTs are effective in
They should be well‐versed in adult education principles. Besides sound technical knowledge,
reaching a large number of users in a short time (Aker, 2011). An extension worker should
they must possess adequate knowledge and skill in participatory tools and techniques for
acquire knowledge and spread these technologies and the knowledge to use them among
planning, implementation and evaluation of extension programs. Good communication skills are
local people.
critical in all aspects of their work. This handbook attempts to provide some tools and approaches
that can help front‐line extension staff do their important work.
Evaluate to show results: Resources are limited, and there is always competition for
resources. The government and funders tend to give priority to those programs that can
Most of the process skills or tools in this handbook are grounded in communication, education,
show that they have succeeded in reaching and benefitting previously unreached groups.
rural sociology and applied development science. These tools are valuable for the trainers of field
extension workers. This handbook was created to help meet the need for a simple but
An extension worker has to become aware of the programs launched in his areas and
comprehensive guide for extension workers that focuses on process skills and competencies. Our
evaluate their success to avoid repeating others’ mistakes and learn what did work.
goal was to create a concise yet complete, easy to read, user‐friendly explanation of some of the
Update knowledge: What one communicates depends on what he/she knows, so an
skills that extension workers need to help farmers improve agricultural productivity and to help
extension educator should be aware of relevant research happening in various parts of
create a sustainable and inclusive agriculture system through demand‐driven and participatory
the country, or even around the world, to be able to address the farmers’ real needs.
approaches that have gained prominence in the past two decades.
Spending time on reading up on recent research can help you choose technologies and
Please note that neither the length of each tool’s description nor its numeric order in this
practices that are well‐suited to the local environment and people, and sustainable over
handbook is meant to convey the tool’s importance, complexity or usefulness. Not all tools are
the long term.
equally useful in particular circumstances. Furthermore, some complex and powerful tools are
easier to describe than others. We present a brief overview at the end of this handbook of some
As we explained earlier, extension educator competencies are generally classified into two
of the ways for extension personnel to evaluate the potential usefulness and appropriateness of
groups: technical skills and competencies such as knowledge and skills in pest management, soil
the tools. However, in the end, educated and well‐trained extension staff members will be
testing or fertilizing a field crop; and process skills and competencies that help extension workers
expected to use their best judgment on how best to proceed. We hope this handbook helps them
perform their tasks well. Process skills are also called soft skills.
do so.
31
31i
Core Competency Handbook Core Competencies of Extension Workers
Core Competency Handbook for Extension Staff
What Process Skills and Competencies Do Extension Workers
Preface
Need?
This handbook is designed as a reference manual for front‐line extension staff to use in their day‐
A survey of extension professionals was conducted in Cambodia, India, Malawi and Nepal to help
to‐day work. It offers a set of tools for effective communication, program planning and
determine the essential competencies for effective front‐line extension workers in those settings.
evaluation. It is meant to support and educate agricultural extension workers worldwide. The
We have grouped these competencies under four major extension programming functions. The
intended audiences of this handbook include: governmental agriculture, fisheries, natural
numbering corresponds to the numbering of each tool in the chapters that follows:
resources and community development ministry officials; governmental and non‐governmental
extension district/regional managers; extension‐related faculty and their students—preservice
Program planning
extension
1. workers; and field‐level agents, whether governmental, non‐governmental or for‐
Conduct needs assessments
profit. We hope that this handbook will help advance efforts to empower and continue educating
2. Prioritize needs and problems
extension personnel through in‐service training opportunities, continuing education
3. Identify stakeholders and engage them in extension programs
programming and “train‐the‐trainer” programs. Such efforts may include targeting specific tools
4. Acquire and allocate resources (resource mobilization)
of interest to audiences and inviting scholars/practitioners to teach participants about them.
5. Conduct the nominal group technique
Agricultural extension and advisory services are transitioning from a focus on technology transfer
6. Conduct community forums
to a focus on facilitating a range of interventions in complex contexts. No longer is extension first
7. Conduct brainstorming exercises
and foremost a conduit of innovations coming from research and passing them on to farmers.
8. Identify market opportunities
Today’s agricultural extension and advisory services are being challenged to serve as the
9. Design services based on gender analysis
connecting actor in complex agricultural innovation systems. The role of extension in agricultural
10. Develop a work plan
development is continuously evolving, and effective front‐line staff members need skill sets that
11. Develop a grant proposal
may differ from those they learned in school. Extension professionals must have an
understanding of the communities they work in and have compassion for the people they serve.
Program implementation
They should be well‐versed in adult education principles. Besides sound technical knowledge,
12. Conduct farm and home visits
they must possess adequate knowledge and skill in participatory tools and techniques for
13. Conduct method and results demonstrations
planning, implementation and evaluation of extension programs. Good communication skills are
14. Organize farmer field schools
critical in all aspects of their work. This handbook attempts to provide some tools and approaches
15. Organize field days
that can help front‐line extension staff do their important work.
16. Establish a model village
Most of the process skills or tools in this handbook are grounded in communication, education,
17. Conduct meetings effectively
rural sociology and applied development science. These tools are valuable for the trainers of field
extension 18. workers.
Manage conflict
This handbook was created to help meet the need for a simple but
19. Manage time
comprehensive guide for extension workers that focuses on process skills and competencies. Our
20. Manage groups and teamwork
goal was to create a concise yet complete, easy to read, user‐friendly explanation of some of the
skills that extension workers need to help farmers improve agricultural productivity and to help
21. Understand group dynamics and/or facilitate groups
create a sustainable and inclusive agriculture system through demand‐driven and participatory
22. Write field reports
approaches that have gained prominence in the past two decades.
Program evaluation
Please note that neither the length of each tool’s description nor its numeric order in this
23. Design survey instruments
handbook is meant to convey the tool’s importance, complexity or usefulness. Not all tools are
24. Conduct surveys and personal interviews
equally useful in particular circumstances. Furthermore, some complex and powerful tools are
25. Conduct participant observations
easier to describe than others. We present a brief overview at the end of this handbook of some
26. Conduct rapid rural appraisals (RRA) and participatory rural appraisals (PRA)
of the ways for extension personnel to evaluate the potential usefulness and appropriateness of
27. However,
the tools. Conduct focus group discussions
in the end, educated and well‐trained extension staff members will be
expected to use their best judgment on how best to proceed. We hope this handbook helps them
28. Write extension evaluation reports and share results and impacts
do so.
32
32 i
Core Competency Handbook Core Competencies of Extension Workers
Core Competency Handbook for Extension Staff
Communication and informational technologies
29. Make effective presentations
Preface
30. Communicate effectively with community leaders
This handbook is designed as a reference manual for front‐line extension staff to use in their day‐
31. Organize extension campaigns
to‐day 32.
work. It offers a set of tools for effective communication, program planning and
Write for newspapers or mass media
evaluation. It is meant to support and educate agricultural extension workers worldwide. The
33. Make good use of information and communication technologies (ICTs)/access and use
intended audiences of this handbook include: governmental agriculture, fisheries, natural
web‐based resources
resources and community development ministry officials; governmental and non‐governmental
It should be noted that some skills and competencies could be used for multiple programming
extension district/regional managers; extension‐related faculty and their students—preservice
extension workers; and field‐level agents, whether governmental, non‐governmental or for‐
functions. For instance, a specific competency such as PRA/RRA or focus group discussion can be
profit. We hope that this handbook will help advance efforts to empower and continue educating
used in both the planning and the evaluation stages.
extension personnel through in‐service training opportunities, continuing education
The remaining chapters discuss program planning, program implementation, communication and
programming and “train‐the‐trainer” programs. Such efforts may include targeting specific tools
effective use of ICTs, and program evaluation. Each chapter describes the domain and lists
of interest to audiences and inviting scholars/practitioners to teach participants about them.
specific process skills and competencies required to perform the extension task effectively.
Agricultural extension and advisory services are transitioning from a focus on technology transfer
to a focus on facilitating a range of interventions in complex contexts. No longer is extension first
and foremost a conduit of innovations coming from research and passing them on to farmers.
References
Today’s agricultural extension and advisory services are being challenged to serve as the
Aker, J.C. (2011). Dial “A” for agriculture: A review of information and communication
connecting actor in complex agricultural innovation systems. The role of extension in agricultural
technologies for agricultural extension in developing countries. Agricultural Economics,
development is continuously evolving, and effective front‐line staff members need skill sets that
may differ from those they learned in school. Extension professionals must have an
42(6), 631‐647. doi: 10.1111/j.1574‐0862.2011.00545.x.
understanding of the communities they work in and have compassion for the people they serve.
Athey, T.R., and M.S. Orth. (1999). Emerging competency methods for the future. Human
They should be well‐versed in adult education principles. Besides sound technical knowledge,
Resource Management, 38(3), 215‐225.
they must possess adequate knowledge and skill in participatory tools and techniques for
planning, implementation and evaluation of extension programs. Good communication skills are
Cooper, A.W., and D.L. Graham. (2001). Competencies needed to be successful county agents
critical in all aspects of their work. This handbook attempts to provide some tools and approaches
and county supervisors. Journal of Extension, 39(1), 1‐11.
that can help front‐line extension staff do their important work.
Davis, K. (2015). The new extensionist: Core competencies for individuals. GFRAS Brief # 3. Lindau,
Most of the process skills or tools in this handbook are grounded in communication, education,
Switzerland: Global Forum for Rural Advisory Services (GFRAS).
rural sociology and applied development science. These tools are valuable for the trainers of field
Davis, K., and
extension R. Sulaiman.
workers. (2014). The
This handbook was new extensionist:
created to help Roles
meet and
the capacities
need for to strengthen
a simple but
extension and advisory services. Journal of International Agriculture and Extension
comprehensive guide for extension workers that focuses on process skills and competencies. Our
Education, 21(3). doi:10.5191/jiaee.2014.21301.
goal was to create a concise yet complete, easy to read, user‐friendly explanation of some of the
skills that extension workers need to help farmers improve agricultural productivity and to help
McClelland, D.C. (1973). Testing for competence rather than for "intelligence". American
create a sustainable and inclusive agriculture system through demand‐driven and participatory
Psychologist, 28, 1‐14.
approaches that have gained prominence in the past two decades.
Scheer, note
Please S.D., that
T.M. Ferrari,
neither the G.W.
length Earnest
of each and J.J. description
tool’s Connors. nor
(2006). Preparing
its numeric extension
order in this
professionals: The Ohio State University's model of extension education.
handbook is meant to convey the tool’s importance, complexity or usefulness. Not all tools are Journal of
Extension, 44(4), 1‐12.
equally useful in particular circumstances. Furthermore, some complex and powerful tools are
easier to describe than others. We present a brief overview at the end of this handbook of some
Sulaiman, R., and K. Davis. (2012). The “new extensionist”: Roles, strategies, and capacities to
of the ways for extension personnel to evaluate the potential usefulness and appropriateness of
strengthen extension and advisory services. Lindau, Switzerland: Global Forum for Rural
the tools. However, in the end, educated and well‐trained extension staff members will be
Advisory Services (GFRAS).
expected to use their best judgment on how best to proceed. We hope this handbook helps them
do so.
33
33i
