Wane reason, the agent needs to speak, inks di them on the farmer’ sent g Pook: Rote the main poinis discussed, and ente * Personal Letters car Letters becauoe 2 22 8 follow-up inquiry resuling from an Se fom vo Im, Often, fariners will show such letters tc * Informal i ression. Gontaee Informal contacts will ‘occur continually during the agent's stay in a particula Ziatne, of religous events wil bring him int ! 5 Wuith whom be is working who will inevitably talk abou _ hel ‘problems. By attending! such vente, the agent ean become wel scjtiaited With the’ area’ ee ‘works and, With'the farmers and thei exh ‘rd he will able 6 pass on ideas and information on an informa eon hae Bn Ieee and in ss ~~ a TAT’ SA i TaSMeaR a TEACHING METHODS THAT CAN BE IMPROVED'BY VISUAL a. Personal letters and Visite TES UAL AREAT MENT: b. Office calls and circular letters i ¢. Get acquainted and organizational visits | 4. Inter-neighbour and organizational visits ft ‘ ae ee ‘Among the five senses, the most important is SIGHT AND HEARING. | Avari of methds is the best method of extension teaching. LESSON 6: EXTENSION AND EDUCATION ‘The educator must also be a learner t a EP: * Farmers already have a lot of knowledge about their environment and their farming system they would not be able to survive if they did not! |! ‘+ Extension must build on the knowledge that alfeady exists, * Anextension agent, therefore, needs to learn,(as well as teach. He must learn what farmers already know about agricuture: ¥ Learning requires motivation * There has to be a desire to learn. Adults find it more difficult than children to grasp new ideas and information. Farmers can choose not to learn and they can choose not to listen to extension agents. People do not learn unless they feel that the learning will result in their being able to satisfy a need or want. Food and drink are needs that are essential for life, together with the starting and raising of a family and the search for safe living conditions, which provide protection anc shelter from danger and discomfort for the family. In addition to needs, people have wants or desires. People desire-approval and praise fron their family and friends, they want prestige in their society and to be well thought of by thei neighbors: These desires become More apparent°once basic Tiééts haverbeenSatisfiéd: " Farmers and their families who are well-fed and have good homes still strive for improvement They want to, produce moré and the extension; agent; by helping them to. improve farming methods,’ can use this legitimate ambition to help them to improve the productivity of thei . nee ‘who is motivated to learn is likely to do £0 more rapidly and completely than a farme who lacks motivation. This is'a very'imp tant principe for the extension agent to remember oi * ion agent tells a group of farmers how to,thin their crops to improve yields. He ther eee thinking that the farmers have leafied lhe new ski, Afew weeks later, he étdrns to find that none of thé fatmers have thinned their crops and that they have only a very vague idea of what he told ther TS \eras * The Agricultural researcties primarily seek to answer the problems of low farm. productvit and low income of farmers. 0) i Date ‘ii 3. EXTENSION: ith / ‘Extension is part ofthe knowledge geheration, development, and uiization continuum (ROE! the downstteam| part ofthe rear “ee ns (Production, (|) **) Extension lis loeb for! panvelia infermation aiid’ on-ormal educational services t > people about new| lechnologies outside 4 es university, i + Extension i al interven (oud on education ‘ne trining. : Thus, the three functions (Instruction, research, and extension) are interrelated anv cannot be separated, The absence of one makes’ the university inadequate an ineffective as a hallmark of kriowledge. What is the relationship between RESEARCH AND EXTENSION? * Extension and research are like | . een v ‘The rele of extension is it bridges ihe gap between Me anes are re nave: A technology generators and ihe clientetes. tins 0m out mee -Parmy thelrneed foreach other vit’ Meleareh =====p, tension > centele research, extension is likened to quality == <= Gamer @ hollow drum, Without the ree es a extension, research is lke a futless tree. * Ils a planned pregéam of bringing the fests of agicutural research and technology to th im. flaca On the other hand, farm problems are brought io the research centers through extension. Thus, extension becomes a feedback méchanism between the farmers and the technology ‘generators, Extension should be able to ullize fesearchers to enhance the content of thelr eetension wo The gah below hight ths eaten 4. PRODUCTION: » ‘+ (Agricultural technology/is a product of research, when itis tested and found good, itis sharet with the farmers through extension. LESSON 8: TECHNOLOGY AND OTHER SOURCES OF INFORMATION WHAT IS A TECHNOLOGY? , ‘SUBJECT MATTER/TECHNOLOGY theoretical knowledge of the industry and the industrial arts, the application of science to the arts that branch of ethnology that treats the development of the arts the application of scientific knowiedge for practical purposes, especially in industry. Technology is body of knowisdge devoted to creating tools, processing actions, and extract imaterials. Technology can be described as products;'processes, or organizations. We use technology t extend our, abil ahd that. makes. people hemes important partof any technological system SOUNDNESS OFA TECHNOLOGY: wir ENVIRONMENTALLY: SOUND -- The technology helps maintain ecological balance, and'does nc have harmful environmental consequences TECHNICALLY SOUND). The technology that has shown goodness or is better than the existn: practice/produ ECONOMICALLY VIABLE ~ If the magnitude of ‘expected benefits; like increased net income, mon employment, and higher foreign xchange caring saving; are sustainable The technology is categorized as; ’2. Component Tectinology/ (Package of Technology/ practiées, a Tiie extension agent: should not be surprised: Farmers [Link] leain very much from @ straightforward talk and most of what they do hear they soon forget: But if they are given the, chanes to ask questions, bu the new information in their own words, and discuss if withthe “ extension agen, much mor iil be learned and remembered, A Fithemote;-wlien a fiew practical skills being taught, the Farmers must have a chance,t0 Bracice The extension spent can then correct sry ill mistakes, an the farmer wil gain the’ onidance tates! the} Mire ‘skill. ie seen ‘agen iask lan ettucatonal one. Farmers and thelr vas ieWledge, and practices to improve thelr farming and other \ey, do’ $0) they develop new attitudes toward farming and the new i this, in turn, infuerces ‘hi future behav. Extension agette, However, fst also'bs'p spared dae from farmers about the way they fatm, and keep themselves up to date with Televant developments in agricultural knowledge: /n-this eluestonal work of extension, the agent shouldbe aware of several pincipes of leatning.” families need ‘fo learn productive acti LESSON 7: (MANDATES AND INTERRELATIONSHIP OF THE DIFFERENT FUNCTIONS OF A COLLEGE/UNIVERSIT «THE FOUR VITAL MANDATES OF A STATE COLLEGEIUNIVERSITY, ie What is the purpose of higher education? ie inception aensDendt emit ie 2 1m | “In surtimary; universities have been teon as: ;. Communities dedicated’ to the leaming and personal development of theit students (the aS siberat theory); £0} Sources of expérlce and vocational dently (the ‘professional formation’ theory): . Creators, testers, and sites for the evaluation and application of new knowledge (the ‘research ‘engine! theory, with an important corollary ~ the ‘business and industry services’ theory); Important contributors to society and nations (the ‘vic and community engagement" theory) “The Four. Vital Mandates of a State College/University in the Philippines are the following: 1 Instruction 3. extension 2. research 4, Production : INTERRELATIONSHIP OF THE DIFF, FUNCTIONS OF A COLLEGE/UNIVERSITY 4-INSTRUCTION: [Link]: ; | ‘ ‘The instruction function of a professor becomes more relevait and meaningful ifthe resuils ‘and, outcomes of research and extension are integrated into the learning experiences of students. ! The role of Universities as repositories and generators of knowledge “The obligation fo equip graduates so that they can obtain viable employment ‘The bigaton to oer ratgnal anid timely crim in areas of pubic policy aid Social ig economic life | “The presence of universities as large and Invent! bodies inca socioly and the'state The longer-term roe of radlatesin creating cohesive and olerantcomminiies, Research, basic or applied, js ar bigation of a professor. However, research becomes a useless and expensive. exercise ft isnot disseminated in torms of technology to students and end-users nthe surrounding communities though the extension arm ofthe university, Research is a quest for information. This is a wayof finding @ solution to a specific probie In Research, the Technology generators are the research institutions ‘i Research s the fuel that [Link] engine of neW technology and the development deriveq from it \ |a E@BEBEESEEF KE RICULTY er TECHNOLOGY/KNOWLEDGE SYSTEM ‘An agricultural knowledge system was identified as consisting of four components namely technology generation, techr it ison ernie nology transfer (knowledge and input transfer), technology ulization, and a TecuNoLocy GENERATION: = This consists of planning, administrat p ing, administration, and implementation of rest vities that lovlop, assess, ap, and et proved agra tctnogy fr lamer ance urs Inte Public sector, these tasks, i pute sete. fas ie, well as come dissemination work, are carried out by agricultural b. TECHNOLOGY TRANSFER: - Itfurther evaluates and adapts research out i iputs for users and then widel knowledge and inputs to different target adopters. widely sseminaies ine ©, TECHNOLOGY UTILIZATION. = This component encompasses the users of the agri 8 gricultural technology, mainly farmers. User awareness, adaptation, and adoption of improved technology from various sources alec farmlevel Producty and proftabity, and econamie ‘growth at the national level. Interaction and feedback baleen user and rear ae transfer organizations improve cooperation and the relevance of logy. 4d, AGRICULTURAL POLICY: = This relates fo government development goals and strategies, market and price policies, and the levels of resource investment in the system. Table 8. FACTORS THAT CAN IMPEDE OR INFLUENCE THE FLOW OF TECHNOLOGY AND INFORMATION IN THE AGRICULTURAL TECHNOLOGY SYSTEM: Differences in temperatures, rainfal, soll types. ‘Agro-ecological |” evapotranspiration, etc. are reflected in the diversity of farming conditions and production systems. > The percentage of resource-poor smallholder farmers Political. influences the type of technology to be transferred. Economic | « High tumover of top managers undermines management experience and continuity in leadership. > Language differences and iliteracy can impede ‘communication with improved technology. | Socio-cultural | » The division of labor between sexes can differ along cultural nes and influence the nature of farming systems in different regions. _| > Policy-making bodies of the government set development goals and objectives, such as Ps’ achieving food security and surplus agricultural MACROFACTORS acto to slate econome growth, & proving health care or education for rural development. Policy consumer and producer commodity prices, subsidies {or inputs, credit availabilty, import substitution, export earnings, food self-sufficiency, and natural resource management. «These send direct and indirect price signals to farmers to use less of this input 4 Farmers in the areas that cannot be reached by road, or franaport vehicles are dificult to reach with improved teaiogy, and they wil have problems transporting inputs and farm produce. Infrastructure | | Prvereaccoss fo mass media such as publications Fae. oftelovision may be limited, thus, reducing options fercommunicating messages. sen nk of anil resources, ace shortages These train sciontss, lack of farmer feedback to ensure cr wotlovance of research results, lack of access tO tne jal sources of knowledge, inadequate research _] INSTITUTIONAL 40See —- — KEZ&xSBaZBE= erat ee - ‘Alpreventive Innovation is a new idea that an individual adopts now to lower the probability ‘of some unwanted future. Preventive innovations usually have a slow rate of adoption so thei relative advantage is highly uncertain. = However, reremental innovations provide beneficial outcomes in a short period. COMPATIBILITY = Thisis the degree to which the farmer perceives an innovation to be consistent with his socio- cultural values and beliefs, with previously introduced ideas and felt needs. = Rogers (2003) stated that "compatibility is the degree to which an innovation is perceived as consistent with the existing values, past experiences, and needs of potential adopters” (p. 18). COMPLEXITY = This is the degree to which farmers can junderstand and follow-an innovator = Rogers (2003) defined complexity as “the degree fo which an Mates porceved os relatively diffcult to understand and use” (p. 15). As Rogers stated, opposite to the other attributes, complexity is negatively correlated with the rate of adoption. Thus, the excessive ‘complexity of an innovation is an important obstacle to its adoption. ‘TRIALABILITY = This is the degree to which an innovation may be experimented with ortied ona ‘small scalé. According to Rogers (2003), ‘trialablity is the degree to which an innovation may be ‘experimented with on a limited basis" (p. 16), Also, tralabilty is positively correlated withthe fate of adoption. The more innovation is tried, the faster its adoption is. As discussed in the implementation stage of the Innovation-decision process, reinvention may occur during the trial of the innovation. Then, the innovation may be changed or modified by the potential adopter. Increased reinvention may create faster: ‘adoption of the innovation. For the adoption of an innovation, another important factor is the vicarious trial, which is especially helpful for later adopters. However, Rogers slated that earlier adopters see the trialabilly attribute of innovations as more important than later adopters, OBSERVABILITY = Thisis the degree to which the results ofan innovation are gibi or pbservabs to the farmers. = Rogers (2003) defined observabilty as “the degree to which the results of an innovation are visible to others” (p. 16). Role modeling (or peer observation) is the key motivational factor in the adoption and diffusion of technology ((Parisot, 1997). LESSON 10: TECHNOLOGY DIFFUSION AND THE ADOPTION PROCESS ‘THE ADOPTION PROCESS: ADOPTION ~ a process by which a farmer (clientele) is exposed to, considers, and finaly rejects or practices 2 particular innovation (Mosher 1978).Jt occurs atthe individual level _-The process of spreading the technologies and information from one ‘agency to another, from one person to another person, from ane group to another group, from generation to generation ‘THE STAGES OF THE ADOPTION PROCESS: EARNING AND ADOPTION OCCUR IN STAGES Different types of learning are involved in extension. Before a group of farmers can decide to try outa new practice, they must first learn of its existence. They may then have to learn some new skill, Five stages can be identified in the process of accepting new ideas. 42Oe etn nae facies and equipment, low staff morale, and inadequate operating budgets, staff incentives, and remuneration, OTHER SOURCES OF INFORMATION: * Research Institutions * Government Agencies involved in technology generation (i.e. Department of Agriculture, along with its bureeus and other divisions) ‘+ Private and Public Institutions/agencies AGRICULTURAL KNOWLEDGE SYSTEM (AKS): Agricultural Knowledge System (AKS) ~ a Gollectioy of actors, such as researchers, advisors, and educators, working primarily in agricultural knowledge institutes, The emphasis is on the actors and the role of formal knowledge production in national agricultural research systems (NARS). This knowledge is then transferred to the agricultural sector through agricultural extension services and education((Rudman, 2010)) Agricultural Knowledge and Innovation Systems (AKIS) is used to describe the whole knowledge exchange system: the ways people and organisations interact within a country or a region, AKIS oan include farming practice, businesses, authorities, research, etc, (https:/ec. europa, eweip/agriculture/sites/defaullfilesleip- ari_brochure knowledge systems 2018 en [Link]) AKS AS TECHNOLOGY / KNOWLEDGE SYSTEM Consist of 4 components: a. Technology Generation - Technology generation has the same function as applied esearch, where the (knowledge accumulated from basic science research is ‘organized, interpreted, reformulated and translated into technology. Technology testing refers to verifying the results of new technology in the field to obtain early feedback. ([Link]) b. Technology Transfer - Technology transfer (TT), or transfer of technology (TOT), is an integral part of the extension process involving the transfer and spread of technical innovation and know-how to the farming population (Koutsouris, 2078). c. Technology Utilization - refers tothe proficiency in applying technological resources {o achieve instructional goalsin a given learning situation. (hftps:/www.a/-[Link]) d. Agricultural Policy - Agricultural policy is concerned with the relations between agriculture, economics, and society. Land ownership and the structure of farm enterprises were traditionally regarded as primariy social problems (Encyclopedia Britannica) LESSON 9: ATTRIBUTES OF TECHNOLOGY ATTRIBUTES OF TECHNOLOGY (Probloms and Issues in Adoptior Attributes of Innovations and Rate of Adoption (Rogers (2003)/described the innovation- diffusion process as ‘an uncertainty reduction process” (p. 232), and he proposes attributes of innovations that help to decrease uncertainty about the innovation. Attributes of innovations include five characteristics of innovations: (1) relative advantage, (2) compatiblity, (3) complexity, (4) trialabilty, and (5) observabilty. RELATIVE ADVANTAGE = This is the degree to which farmers recognize innovation as better than the idea or object it is intended to replace. = Rogers (2003) defined relative advantage as “the degree to which an innovation is perceived. ‘as being better than the idea it supersedes’ (p. 229). The cost and social status motivation ‘aspects of innovations are elements of relative advantage. Moreover, Rogers categorized innovations info two types: preventive and incremental (non- preventive) innovations. a memaenmezageHH Hh RB. SO ORtc ec acta nein enti Table 9. The Stages of the Adoption Process, Its Meaning, Extension Methods, and Learning Processes Used ‘STAGES OF EXTENSION ] LEARNING ‘ADOPTION MEANING) METHODS | PROCESS ‘Awareness or | Through the gradual accumulation of Mass media, | New! Knowledge | knowledge, becoming aware of new ideas | popular theatre | additional information Interest or | A stage in the adoption process wherein the | Group Increased Persuasion | farmer would seek further information about | meetings, knowledge the innovation. group Seeking out more information and forming _| discussions, and changing attitudes about a new idea. _| radio forums, field days, farm visit =| Evaluation or |The extension program must determine the | Result Improved skill Decision extent to which the desired program results | demonstration, have been achieved on how this information | farmer may be used for improving extension exchange, method demo This is the most critical stage in the adoption process because the outcome usually determines whether or not individuals proceed to the trial and adoption stages. This also pertains to collecting detalled information and making judgments about whether to try something or reject the ideas. Based on available information and experiancelexperiment on the technology, the individual assesses its goodness over existing practice/technology. Trial or “The farmer's technical and management | Individual visit, | Behavioral Implementatio | skills should be the main area to be farmer change n targeted. The testing out or trying the idea | exchange, on a small scale, method demo, _ on-farm trial ‘Adoption or | The siage of the adoption process wherein | Recognition | Atttudinal Confirmation | the farmers would reject or apply the programs, change ‘or Rejection | technology on a large scale in preference to | competition, ‘old methods, and incorporation This pertains to deciding whether to reject or | practices into to apply the innovations comprehensively. | the farming system, Asstage when a person utlized a particular technology until such time that there are no cther new technologies. ‘THE INNOVATION-DECISION PROCESS: BMmRinmtnmlkHh Hk Hh H 2 a Aa INNOVATION - idea, practice, or an object perceived as new by an individual ~ changed practice or anjimproved variet), technology or practice DIFFUSION the total process by which an jnnovation spreadsjout among farmers until Q a large number has adopted it: Diffusion of innovation takes place ifit is possible to try the idea on a small scale first, q INNOVATION-DIFFUSION MODEL - freconceptilali28dt adoption process, The process through which an individual passes from first knowledge of innovation to adaption or rejection, to implementation of now ie and to confirm the decision. as,ROC ee ‘THE CONFIRMATION STAGE mre, ianevation decision already has been made, but at the confirmation stage, the individual looks for support for his or her decision. According to Rogers, (2003), this decision Soa) eeversed if the individual is “exposed to conficting messages about ths forester: @. moe eeyer; the individual tends to stay away from these messages and seeks samsevie mroqeages that confirm his or her decision. Thus, attitudes become more aucer mt the confirmation stage. REASONS FOR NON-ADOPTION OF TECHNOLOG’ Ignorance Farmers did not believe it because it was new to them. They have not yet seen the demonstration fields. ‘They wortied about low yield Low education Old age farmers: did not believe in new technology and only believe in their own experience. The old behavior of cutvation practices was embedded in farmers for long period: were s not persuaded to use new technology. They only practiced their practices such as using a high rate of seeds in directly broadcasting and spraying pesticides to the prevention of insect occurrence. vo vvyvvy ® Large land-holding farmers: Farmers are feeling that they are not so sure about the new technologies, particularly those farmers who have large land areas. They said that the amount of loss will be greater in larger fields. According to Lazaro et al. (1993), farmers usually overestimate the yield loss caused by insects rather than the actual loss. > Not totally believe in technologies, and > Lack of capital 4 a a a REASONS FOR ADOPTION OF TECHNOLOG REASONS FOR ADOPTION OF TECHNOLOGY: These farmers are progressive. They believe in science and technology. Education: They went to school. They know how to read and write (most are men). ‘Age group: They are young, less than 40 years old. Recognition of saving money and health ‘Those farmers are economically stable and believe in the technologies. Introduction from technicians, Attend technical training/seminars Trust on technicians Observe demonstration fields, believe that its effective and then decide to change Test and recognize itis effective Oral transmission of new technologies among farmers through special occasion as death anniversaries, weddings, sitting in stores, other events, etc. Climate, weather. (ex. Planting of varieties, which would withstand droughtldry spells) Change in soil ferilty: In the silt deposition in the flooding period, farmers found out that if technology gives them more benefits and higher income, they will use that technology. CHARACTERISTICS OF CLIENTELES THAT INFLUENCES ADOPTION OR INFUSION: @ vv YVV VY vy 1. Educational Level 5. Tenurial Status 2. Farming Size 6. Value and Belief System 3. Farming Experience 7. Personality Characteristics 4. Family Aspiration CHARACTERISTICS OF THE CHANGE AGENT: 1 ry — competency, trustworthiness, and dynamism of change agent) 2. Homophily ~ rapport with clients, sense of belongingness) 3. Personality Traits — intelligence} emphatic ability, commitment, resourcefulness, concer for farm people, ability to communicate, persuasiveness, and development orientationa ea a aS AND C0 THE INNOVATION-DECISION PROcEss; ‘Simplified Model: Knowledge Decision- Stage Making Implemen- Confirma- Stage tation Stage tion Stage THE KNOWLEDGE STAGE inaiviauar eetnovation-decision process starts with the knowledge stage. n ths step, an > those 2bOut the existence of innovation and seeks information about the inne fice ‘and fwhy9" are the critical questions in the knowledge phase, During this phase, the individual attempts to determi v8 ° Rogar sna eal ten mine “what the innovation is and how and why it works" ‘THE PERSUASION STAGE ‘The persuasion step occurs when the individual has a egativé or positive atti {loward/the innovation but “the formation of a favoratle cy wate he Syrovation does not always lead direclly or indirectly to an adoption or rejection’ (Rogers, 2003, p. 176). The individual shapes his or her attitude after he or she knows about the innovation, so the persuasion stage follows the knoviledge stage in the innovation-decision process, Furthermore, Rogers states that while the knowledge stage is more cognitive- (or knowing-) centered, the persuasion stage is more affective- (or feeling) centered. Thus, the individual is involved more sensitively with the innovation atthe persuasion stage. The degree Of uncertainty about the innovation’s functioning and the social reinforcement from olhers (colleagues, peers, etc.) affect the individual's opinions and beliefs about the innovation. ‘THE DECISION STAGE At the decision stage in the innovation-decision process, the individual chooses to adopt or reject the innovation. While adoption refers to the “full use of an innovation as the best course of action available,” rejection means “not fo adopt an innovation’ (Rogers, 2003, p. 177). Ifan innovation has a partial tral basis, itis usually adopted more quickly, since most individuals first want to try the innovation in their situation and then come to an adoption decision. THE IMPLEMENTATION STAGE i However, an innovation At the implementation stage, innovation is put into practice. an inn brings the newness in which “some degree of uncertainty is involved in diffusion” (p. 6). Uncertainty about the outcomes of the innovation stil can be a problem at this stage. Thus, the implementer may need technical assistance from change agents and others to reduce the degree of uncertainty about the consequences. 4, since “the innovation loses is Moreover, the inovation-dcision process will end, since * distinctive quay athe separate dnl of te new dea dseppenrs” Rage, 2003, 0,180) Reinvention usually happens at the ee 1809, 20. rosie imine e uot is Remvonton fete degree fo when an innovation chan fetsoceas ots adoption and implementation” (Rogers, 2003, p 18), 44Pe Vora ett EXT at METHODS FOR INFLUENCING HUMAN BEHAVIOR: (Merriam-Webster Dictionary) 1. Advice - fecommendation regarding a decision or course of conduct 2. Compulsion or coercion - an irresistible Persistent impulse to perform an act 3. Exchange ~ the act of giving or taking one thing in return for another 4. Manipulation - to treat or operate with or as if with the hands or by mechanical | means especially in a skilful manner 5. Openly influencing farmer's level and attitude - the power or capacity of causing an effect in indirect or intangible ways 6. Providing means —_- to have an intended purpose 7. Providing service _- contribution to the welfare of others 8. Changing farmer's social and/or economic structure - to give a different position, course, of direction INDIVIDUAL INNOVATIVENESS THEORY Innovativeness - Innovativeness is described in the Merriam-Webster dictionary as "the skill and imagination to create new things’, which speaks to the duality of the attribute but just scrapes the Surface of the importance of innovativeness to business growth and sustainability. Modernization - Modernization refers to the transitional process of moving from jiraditionall or “primitive” communities to modem societies. (Oxford Research Encyclopedias) Individual innovativeness is defined as developing, adopting or implementing an innovation (Yuan) {and Woodman, 2010). Rogers (2003) states that in individual innovativeness theory, there is always ew information within the social system and that this new information is processed by adopters (Rogers, 2003). According to this theory, some individuals are more innovative than others and for this reason will adopt an innovation earlier than the majority ofthe group. That is, some individuals have more or less of innovativeness than others. It is a continuous variable that is separated into categories, essentially a conceptual design. TYPES OF ADOPTERS: FARMERS DIFFER IN THEIR SPEED OF LEARNING AND ADOPTION The process by which a new idea spreads among people in an area is known as diffusion. Not all farmers will accept a new idea at the same time. In any rural community, the readiness to accept new ideas and put them into practice varies from farmer to farmer depending on each farmer's previous experience with new ideas, the personality of the farmer, and the amount of land and other Tesources available. Thus, we can identify different categories of farmers in terms of their abilities to adopt new ideas. ‘Technology Adoption Curve vations, people tend to popularized by Everett Rogers in the book Oi/fuston of Innovations, peopl caer technologies at varying rates, Thelr relauive speed of adoption follows » seer ree ish ne primary ailference being Indiviluols' psychologieal disposition to ew ideo,eC enn cee Rogers (1995) states that there are fiva adopter categories: (1) innovators, (2) early adopters, ( early majority, (4) late majority, and (5) laggards. The values ‘and the dominant characteristics of each category, according to Rogers (1995), ab summarized below: 2. Early adopter (respect) 3. Early Innovator (venturesome) Adventurous, eager for new Ideas, risk taker. Controls considerable amount of financial resources to absorb possible losses due unprofitable innovations, Disposition to accept occasional setbacks when an innovation is unsuccessful Abllty to understand and apply complex technical knowledge. Capacity to deal with a high degree of uncertainty about an innovation. Plays an important role in the diffusion process: launches the new idea in the systet Gatekeeping role in the flow of new ideas. willing to experience new ideas. should be prepared to cope with unprofitable and unsuccessful innovations and: Certain level of uncertainty about the innovation. the gatekeepers bringing the innovation in from outside of the system. Venturesome and have close relationships outside the social system. have complex technical knowledge. s usually had larger farms, were more educated, more prosperous and more rie oriented ! first o adopt innovations take the lead in adopting innovations, take the risks (gamble), and do experimentati: s More integrated part of the local system: localities 4 Greatest degree of opinion leadership in most systems. ‘Speeds the diffusion process, Not too far ahead of the average individual in innovativeness: serves as a role mod: Embodies successful use of new ideas. Makes judicious innovation-decisions. ‘more limited by the boundaries of the social system. Rogers (2003) argued tha sine early adopters are more likely to hold leadership rol 4 in the social system, other members come to them to get advice or information abort the innovation. In fact, “leaders play a central role at virtually every stage of the innovation process, from initiation to implementation, particularly in deploying resources that carry innovation forward’ (Light, 1998, p. 19) as role models, early adopters’ attitudes toward innovations are more important, Their subjective evaluations of the innovation reach other members of the soc system through interpersonal networks. i Early adopters’ leadership in adopting the innovation decreases uncertainty about the innovation in the diffusion process. put their stamp of approval on a new idea by adopting it” (Rogers, 2003, p, 283). usually younger, more educated, tended to be community leaders, less prosperous quickly follow the innovators respected by peers, “the man to check with” before using a new idea approached to hasten diflusion process majority (deliberate) ‘Adopts new ideas just before the average member of a system. Interacts frequently with peers. Rarely holds positions of opinion leadership in a system, Important link between the very early and the relatively late in adoption, Relatively longer innovation-decision period than the innovator and the early adopter. do not have the leadership role those early adopters have, their interpersonal networks are stil important inthe innovation-diffusion process, adopts the innovation just before the other half of their peers adopt it deliberate in adopting innovation and they are neither the first nor the last to adopty Thus, their innovation decision usually takes more time than it takes for innovators early adopters usualy more conservative but open to new ideas, active in the community \ influence neighbors do not delay much longer before adopting the innovation watch the innovators and early adopters through several periods|CULTURAL EXTENSION, 4. Lato majority (skeptical) ‘Adopts new ideas just after the average member of a system, + Adoption is the result of economic necessity and/or pressure from peers + Approaches innovation skeptically and cautiously. + Adopts only when most others have adopted an innovation. + Adoption only happens when uncertainty is removed, has to feel safe * includes one-third of all members of the social system who wait until most of their peers adopt the innovation, * skeptical about the innovation and its outcomes, economic necessity and peer pressure may lead them to the adoption of the innovation. To reduce the uncertainty of the innovation, interpersonal networks of close peers should persuade the late majority to adopt Then, “the late majority feel that itis safe to adopt” (Rogers, 2003, p. 284). usually older, less educated, fairly conservative, and less socially active never adopt innovations not unless they were forced by peers reluctant to abandon techniques learned previously 5. Laggard (traditional) * The last to adopt an innovation. No opinion or leaders The most localite. ‘The reference is the past. Interacts primarily with others who also have relatively traditional values. Suspicious of innovations and change agents. Relatively lengthy innovation-decision process; Rational resistance to innovations: limited resources. have the traditional view ‘more skeptical about innovations and change agents than the late majority. the most localized group of the social system do not have a leadership role first want to make sure that innovation works before they adopt it tend to decide after looking at whether the innovation is successfully adopted by other members of the social system in the past + their innovation-decision period is relatively long + usually very conservative, had small farms and capital, oldest and least educated + traditional group, last to adopt innovation + suspicious of innovations, innovators, and extension agents + the decision depends on their experience ‘These categories are based on abstractions from empirical investigation. They are ideal types, that is, conceptualizations (Rogers, 1995). The innovativeness continuum cannot be broken into clear parts and excoptions can be found. However, the summary sbove ges a useful starting point to rake a distinction between adopters using Rogers’ (1995) categories. In diffusion research Rogers! method of adopter categorization is the most widely used (Mahajan, Muller, & Srivastava, 1890; Rogers, 1995). Although some information is lost by grouping individuals, its main advantage is that itis a simplification that helos the understanding of teachers’ behavior. STRATEGIES TO EFFECT ADOPTION Extension worker intervention Progressive farmer strategy Mass marketing Follower-farmer strategy Selective farmer-to-farmer strategy EXPLANATIONS FOR REJECTION / ADOPTION OF TECHNOLOGY 1. ‘ND VIDUAL-BLAME Hypothesis - the tendency to blame the person and the. tendency to blame the system, such that. university students in social science will be. more likely than any cther group to blame the system and less likely than any other group to. (Guimond, S., Begin, G,, & Palmer, D. L., 1989). 2. ‘SYSTEM-BLAME’ Hypothesis - System-blamers argue that societal conditions are the primary source of social problems. They may suggest that the key to understanding social 48pea aCe aaa Problems is understanding the distribution of power in sock i Bo eri inteeancing "bution of power in society. (The Consequence of Blaming 3. ‘PRO-NNOVATION' Bi: without the need of its fas - the beliof that an innovation should be adopted by whole society alteration. (htips:/en. [Link]) LESSON 11: COMMUNICATION IN EXTENSION COMMUNICATION Communication is a dynamic process, ever-changing, and unending. It helps the different actors to become aware of problems that require a government policy and helps them to define these problems as clearly and as accurately as possible. Through communication, analyses of possible solutions for {hese problems and the consequences which can be expected for each ofthese solutions. COMMUNICATION ~ is derived from the Latin word “communism,” which means. common (establishment of commonness between the receiver and the source. In communication, language is only one of the codes we use to express our ideas. Others are those involving non-verbal Communication gestures like facial expressions, and movements of the hands and arms. COMMUNICATION is: the transfer of information and understanding from one person to another person, the way of reaching others with ideas, facts, thoughts, and values. the bridge of learning among people so they can share what they feel and know. Communication is the process by which two or more people exchange ideas, facts, feelings, or impressions in ways that each gains a common understanding of the meaning, intent, and se of messages (Leagans, ‘+ Communication is a process of passing information and understanding from one person to another. (Keith Davis, In other words, imparting or exchange of information between two people employing sending or receiving the message through various mediums is called communication. This may be verbal, ‘nonverbal, written, or visual. Every communication has al least one sender and receiver and these include the transfer of message along with emotions, cultural situation, the medium used to communicate, and even our location, COMMUNICATION AND THE COMMUNICATION PROCESS: What is a communication process? ‘+The process of communication is wat allows us to interact with other people; without it, we would be unable to share knowledge or experiences with anything outside of ourselves. Common forms of communication include speaking, writing, gestures, touch, and broadcasting. (Wikipedia) ‘+The process by which people exchange information or express thelr thoughts and feelings + Aprocess by which a source sends a message through some channels to a receiver to affect behavior. + A process whereby people influence the behavior of other people through messages or information conveyed through Various channels. TYPES OF COMMUNICATION: ‘© Verbal and Non-Verbal VERBAL ‘+ spoken rather than written ‘+ relating to words or using words + relating to a verb + Oral (spoken) GS @@Gegaaxzx xzfet FORMAL /INFORMAL: 1. FACE TO FACE: (interaction, gestures, facial expressions, voice, tone, fillers, pauses, laughter, sighs, repetition, hesitation, explanation, simple, spontaneous, cannot be taken back) 2. ON THE PHONE (speaker's body language is not seen) 3. WRITTEN ~ formal letters, texts, em: = {more complicated, more formal, requires planning and more time, structured, precise choice of words, can be reread, stored, edited, one- way) ~ Informal letters, text messages, emails, chat = (less complicated, less formal, spontaneous, punctuation, pictures, smiles, chat — immediate feedback) NON-VERBAL COMMUNICATION: * Voice attributes What are they and how do they affect communication? * Physical attributes What could be con: + The power of touch What and when is OK? fered here and how do they affect communication? COMMUNICATION AND LANGUAGES: = taught at school + get to know other culture ~ business. > self-confidence People can communicate on many levels, for many reasons, with many people, in many ways. Examples: = Written Communication ~ Ex. Mail = Pictorial communication - Ex. Pamphlets - Spoken communication - Ex. Speeches. ~ Gestural communication ~ Ex. nod ~ Group communication ~ Ex. meeting ~ Communication with self - Ex. thinking = Communication through action ~ Ex. Slowiy/hurriedly walking = Communication through printed words - Ex. magazines = Chemical Communication - Ex. Examining something = Communication by the visual symbol - Ex. Traffic Signs = Communication by sound - Ex. Ambulance Siren = Communication through material culture — Ex. Tribal Dress = Communication through the arts ~ Ex. Formal dressing THE MODELS OF COMMUNICATION: ray Models in commiUnication describe the various process through which a message reaches the receiver from the source. Different models have been given by different authors which help tnderstand the process of communication along with the time, but for the past few years, we are following these models without any further change. Thus, by examining models of communication cone can learn not only about the objectives, situation, or process but also about the perspective or strategies of the scientist. Models of communication also provide important insights into the various perspectives of communication. The communication model lays down the fundamental Communication process. Successful communication will require both the sender and the receiver to share the responsibilty to make communication smooth, effective, and efficient, ‘A model is used to depict any idea or concept more simply through a diagram or pictorial representation etc. It makes any concept easy and clear. In simple words, a model makes learning simple. 50EA REVIEW MATERI or eta 3. SHANNON-WEAVER’S MODEL OF COMMUNICATION This model was initialy designed to improve technical communication but was later used to describe different fields of communication. This model has been called the “mother of all models’. This model was specially designed to develop active communication _ between sender and receiver and they also found the factors which were affecting the communication process called fiiaisef. Shannon Weavees Model of Communication This model explains that the sender encodes the message and sends itto the receiver through ‘the channel then the receiver has to decode the message before understanding it. The noise was added later which the receiver might not have the capacity to decode which might cause problems in the communication process. 4. WESTLEY AND MCLEAN’S MODEL OF COMMUNICATION |In.957 this model was proposed by (Bruce Westley and Malcolm cleat} This model explains @ strong relation between responses from surroundings and the process of communication. The Person must first receive a message from the environment and then they may respond according to their object of orientation. The sender encodes the message which passed through a channel and then decoded after which the message is clear to the receiver. This model included feedback and the model is very descriptive. However, it has some limitations lke it does not explain communication which involves multiple messages and complicated messages. The model does not include noise in communication. 5, BERLO'S MODEL OF COMMUNICATION In [1964 (David Berio} developed this model from Shannon and Weaver's model. (Berl communication process is a simple application for person to person. He included certain factors which influence the communication process between two people like skills, awareness level, cultural system, social system, and attitude, Berlo’s model believes that for effective communication to take place, the source and the receiver need to be on the same level. The difference between Berlo's and Westley and McLean's models is that Berlo adds the message to his model. This model can be summarized as encoding that happens on the sender's end, involving how the message through the channel was used into an ordinary language which may be easily understood by the receiver. Bz0unmme P E R 8 ° N A L t 1 y te, Borlo's Model of Communication 52Ce ae Sen These are different models of communication given by specialists: 1. ARISTOTLE'S MODEL OF COMMUNICATION (Afistotley was the Greek Philosopher and was the first to take an initiative and design the model of Message communication, His model was the linear mrocel of cormurtcaton maser | (sete | eae speaking or oral communication. He has taken mainly three components in his model. According to him, the speaker plays a key role in communication. He mainly focused on the speaker and the speech. His model is Aristotle's Model of Communication broadly divided into five primary elements- Speaker speech] occasion, audience, and effect. The Aristotle model of communication was widely accepted and it was the most common ‘model of communication where the sender sends the message to the receiver and makes them respond and act accordingly However, there were a few criticisms around this model that there is no concept of feedback because of the one-way model and there is no concept of communication failures like noise and barriers. 2. HAROLD LASSWELL MODEL OF COMMUNICATION Itwas developed by Eommunication theorist Harold D. Lasswell in 1948. Also known as the action model or linear model. This model has five components that are used as an analysis tool for evaluating the communication process. These questions were asked in the form of questions that are: Who? ys what? In which channel? To whom? With what ef This method was used for interpersonal communication or group communication to be disseminated message to various groups. The major drawback of (Lasswell's/model was it does not include feedback and without feedback, the communication process is not successful. It was also criticized for being very general and including very traditional topics. And it also ignores the possibilty of noise. 51ate Oke 6, OSGOOD SCHRAMM MODEL OF COMMUNICATION In BEA Osasad Setar agus theknodelpased on the theory that communication is a,two way process that includes sender arid receiver. This model involves citcular communication between two people and they are therefore able to communicate to one another, rather than only in one direction. He concluded that messages must be interpreted for them to be understood ‘The main component of this model is: o Encodef (sender) me) who sends the message ° Beneda (receiver) | encocer_| = who receives the message cs o (Interpreter rE ~ the person trying to understand or Poor | =a {interpret © (Message) — = what is conveyed from one to another However, this model has no feedback and Cagood and Schramm's Model of Communication does not talk about any semantic barrier. 7. DANCE HELICAL MODEL OF COMMUNICATION This|Helical modé) was proposed by Frank Dance in 1967,) He thought of a communication process as similar to Helix. Helix is a smooth curve spring-like structure that if goes upwards also comes downwards and gets bigger and bigger as it moves. This mode! is non-linear and evolutionary and offers a flexible communication process. This model also has a sender and receiver which makes it a two-way process model, with similarities to traditional ‘communication, It includes important aspects such as inteligence, language, and experience from the past. But, this model is not | Image source organized and cannot be identified separately tp lmeregedcom tg /motes 8, LEAGANS’ MODEL OF COMMUNICATION {Leagan} in 4961{ defined communication as @ process by which two or more individuals exchange ideas, facts, feelings, and impressions in @ way that they can gain a clear understanding and use of the message. Leagans says that for a complete communication process, six elements are essential which are as follows: ‘© Communicator Message or content Channel Treatment Audience ‘Audience response/feedback ooooe Communicator J Response of Au TreatmentEne nee nett ADVANTAGES AND LIMITATIONS OF COMMUNICATION MODELS: Advantages of communication model ‘A clear advantage of a model is the simplicity of their models and its clarity ‘The model provides structure to the various process of communication Models provide ease to the complicated variables within a single structure Models are highly practical Models provide a simple and global perspective of the complicated structure The model gives clarity to the structure of events ‘A model identifies data that is needed and interpretation of findings Models help to explain the flow of information in society and innovations are adopted or ‘ejected by sociely Ithelps in the easy presentation of the various process It provides information to students to know which type of mode! to use to gather information effectively The model helps to find new relationship A proper understanding of the communication model leads to an easy presentation of ideas Ithelps to explain when experiments are impossible or possible Limitations of communication models: + Sometimes details are not available in a communication model In models eventually important aspects of the communication process ‘A model may over-simplify things In models sometimes the benefits may be less than the cost of the application ‘There is always rigidity in the communication model and communication cannot always be in a rigid model THE COMMUNICATION EQUATION What you hear Tone of voice : Vocal clarity Verbal expressiveness 40% of the message \ What you soe or fool = y Facial expression eatin Dress and grooming Posture \ Eye contact Touch ~~ | Gesture 50% of the message — A, woros 10% ofthe message! COMMUNICATION ATTRIBUTES: PERSONAL PRESENTATION = Does personal presentation make a difference in the way we are perceived? = Does it matter? ‘= What can we do about it- do we have to look bland? + What if our organization has a dress code? IMPORTANCE OF COMMUNICATION: ‘+ The purpose of communication is to get your message across to others. ‘* This is a process that involves both the sender of the message and the receiver. ‘* This process leaves room for error, with messages often misinterpreted by one or more of the parties involved + This causes unnecessary confusion and counter-productivity 54 eee ns asec iS SES BZSBSEaSB BEEBE EP RB BE BSF 8 & fF fF Ff Ff fF Lf= 4. Barriers to Effective Communication CONSTRAINTS IN Barriers to Effective Communication COMMUNICATION: ~ Legal Obligations ~ Code of Conduct of Organization ~ Anti-Discrimination ~ Confidentiality and Gossip = Privacy Laws ~ Seeking Advice Other poopie ‘emegeees oA, x eornmunication = Discorsfore ——_Oimaiey ht ete There are many reasons why interpersonal communications may fail. In many ‘communications, the message may not be received exactly the way the sender intended and hence the communicator must seek feedback to check that their message is clearly understood. The skills of Active Listening, Clarification, and Reflection, which we will discuss shortly, may help but the skilled communicator also needs to be aware of the barriers to effective communication. There exist many communication barriers and these may occur at any stage in the communication process. Barriers ‘may lead to your message becoming distorted and you, therefore, risk wasting both time and/or money by causing confusion and misunderstanding. Effective communication involves overcoming these bartiers and conveying a clear and concise message. Language barriers Language and linguistic ability may act as albartier to communicatiog!. However, even when communicating in the same language, the terminology used in a message may act as a barrier if itis not fully understood by the receivers), For example, a message that includes a lt of specialist jargon ‘and abbreviations will not be understood by a receiver who is not familiar with the terminology used. [As nurses, we are especially prone to making this mistake, We rust remember fo use language that can be understood by the receiver. Psychological barriers ‘The psychological state of the receiver will influence how the message is received. For example, if someone has personal|worries and is stressed, they may be preoccupied with personal concerns and not as receptive to the message as if they were not stressed. Stress management is ‘an important personal skill that affects our interpersonal relationships. Anger is another example of a psychological barrier to communication. When we are angry its easy to say things that we may later regret and also to misinterpret what others are saying. More generally, people with low self-esteem may be less assertive and therefore may not feel comfortable communicating-they and may feel shy ‘about saying how they feel, or read negative sub-texts into messages they hear. Physiological barriers Physiological barriers may result from the receiver's physical state. For example, a receiver with reduced hearing may not grasp the (entirety of spoken) conversation, especially if there is significant background noise, Physical barriers ‘An example of a physical barrier to communication is theygeographic distance between the sender and receiver(s). Communication is generally easier over shorter distances as. more communication channels are available and less technology is required. Although modern technology often serves to reduce the impact of physical barriers, the advantages and disadvantages of each ‘communication channel should be understood so that an appropriate channel can be used to ‘overcome the physical barriers, 56UNDERSTANDING COMMUNICATIOI We are going to consider: 4. Elements of Communication + SOURCE — a person (group of persons, an organization, an agency, institution, etc.) sending out his idea. + MESSAGE — An idea being shared between two or more persons. This idea may be in the form of new knowledge, or favorite attitudes. + RECEIVERS ~ another person receiving the idea. They are the targets of communication, ‘+ CHANNEL ~ the method by which the idea is conveyed. It may be verbally expressed either orally or in print, or it may be sent through illustrations, pictures, etc. + EFFECT — the desired goal of communication planned by the source that would bring about a positive change in behavior on the part of the receiver. It is the consequence of the communication transaction. Implied in its desired effect is the purpose of communication and the concept of feedback. 2. The 2-Way communication process + tengo omers (Recehing) 1 sarang pres (Sending) is Comment contd 3. Effective communication skills 2s ew e@oe@ixeemuueixamzmumuuam =” ” ae eww eeeAttitudinal barriers Attitudinal barriers are behaviors or perceptions that prevent people from communicating effectively. Alttitudinal barriers to communication may result from personality conflicts, poot management, resistance to change, or a lack of motivation. Effective receivers of messages should attempt to overcome their attitudinal barriers to facilitate effective communication, Overcoming Barriers Most of the above-mentioned barriers can be overcome by a skilled communicator. Bridging gaps in geography and communicating through disabilities is a topic for a different discussion. Below, ‘we will look at some tools that can be used to bridge barriers in everyday communications. THE FIVE (5) LEVELS OF COMMUNICATION: Verbal + This level includes our selection of words based on aan understanding of meaning between the speaker and the listener. + Different words evoke different images, memories, ‘and meaning for different people. + To communicate effectively on the verbal level, select the “right” words and usage for the context of the conversation (including moral, religious, ethnic, and religious differences). Be clear and concise. When possible, formulate your thoughts to avoid rambling. This is an art in itself. Energetic 2. Physical ‘+ Visual cues like eye contact, gestures, movements, stances, breathing, posture, and facial expressions influence how we feel and communicate. + When used with integrity, techniques like "matching and mirroring” people's posture and gestures (and certain words too) can increase their receptivity to your message. + To communicate effectively on the physical level, it's helpful to physically align with thers, connecting with them in form and movement. It also helps to be mindful of your posture, facial expressions, and hand gestures. 3. Auditory «The sound of our voice, including the tone, range, volume, and speed affects how our messages are received and interpreted by others. + Also, how we enunciate, inflect, and emphasize certain words affects how others interpret the meaning of what we say. + To communicate effectively on the auditory level, become aware of various auditory cues, speaking to others in a manner more akin to their ways (another form of ‘matching and mirroring”). 4. Emotional + Few people appreciate how our emotional states affect what we communicate and how the message is interpreted by the recipient. + The speaker's emotions put the recipient in a particular state of mind and influence how the listener interprets what is said + To communicate effectively on the emotional level, BECOME AWARE OF YOUR EMOTIONAL STATE, learning to pause and release negative emotions before attempting to connect with others. Words delivered with pride, anger , or fear are rarely well received. 5. Energetic ‘+ Also called the psychic level, this level of communication encompasses a vast range of unseen factors including a person's level of consciousness, the frequency or harmonies of the message, and other subtle energies. 87 _ ZZ !_ ! ww Ww “ee Oe. OnPatera eto canon genio The Individual has skills In: ‘+ Selecting messages; + Treating messages; | + Expressing messages-verbal and written; + The selection and use of channels; * Understanding the audience; * Collecting evidence of results, To be a good communicator, the rule of thumb is to go to the people and listen to them. CHARACTERISTICS OF A POOR COMMUNICATOR: FEEDBACK SKILL: Fail to have ideas to present that are useful to the audience, Fail to give the complete story and show its relationship to people's problems, Forget that time and energy are needed to absorb the material presented, Feel they are always clearly understood, Refuse to adjust to ‘closed’ minds, Talk while others are not listening, Get far too ahead of audience understanding, Fail to recognize others’ view-point, Fail to recognize that communication is a two-way process, Let their own biases over-influence die presentation Fail to see that everyone understands questions brought up for discussion, Fail to provide a permissive atmosphere, Disregard the values, customs, prejudices, and habits of the people, and Fail to start where people are, concerning knowledge, skill, interest, and need Positive vs. Negative Feedback Positive feedback is more readily and accurately perceived than negative feedback Positive feedback fits what most people wish to hear and already believe about themselves Negative feedback is most likely to be accepted when it comes from a credible source if itis ‘objective in the form ‘Subjective impressions carry weight only when they come from a person with high status and credibility THE ART OF LISTENING: “if we were supposed to talk more than listen, we would have been given two mouths and one ear." - Mark Twain LISTENING SKILLS: ‘Active Listening Responding Paraphrasing ‘Asking questions for clarification Mirroring the other person's language Stages of the Listening Process: Hearing Focusing on the message Comprohending and interpreting Analyzing and Evaluating Responding Remembs 9 RESPONDING: Responses to check thal your perceptions are correct, Responses to encourage further communicationREEEEBR BE SBE EP EF BF PF RFF FF LL&L * Some people seem to have an "X-factor’—a unique presence—that naturally imparts, their messages to others with greater receptivity and understanding + To communicate more effectively, hold the highest intention for the other person's wellbeing. This requires a unique level of mindfulness generally cultivated through compassion practices. When we are CENTERED IN A STATE OF MASTERY, we're ‘more likely to access this PSYCHIC DIMENSION that holds great treasures of insights into others, helping us communicate with greater ease. BRINGING ALL THE LEVELS OF COMMUNICATION TOGETHER: = The verbal level is the content; it's what we say. The physical, auditory, emotional, and energetic levels represent how we convey a message. ‘+ These levels of communication are interdependent, as each level affects the other. + Simply becoming aware of these various levels can be beneficial + When we see the complexities inherent in human communication, we can be made more Patient in our speech and more compassionate towards others and ourselves. COMMUNICATION IN EXTENSION: EXTENSION AND COMMUNICATION: + EXTENSION means to extend, spread or disseminate useful information and ideas to rural people outside the regularly organized schools and classrooms. ‘+ Itmay also be defined as the extending of a service or system that extends the educational advantage of an educational institution to persons unable to avail of formal education. + Asa service or a system that extends the educational advantages of the institution to persons tunable to avail themselves of education in a normalformal manner. ‘Extension provides the rural people with educational assistance suited to their needs. ‘© Itis-a type of intervention focused on education and training and related services, designed toward helping people to help themselves. + EXTENSION SERVICES refers to the provision of training, information, and support services by the government and non-government organizations to the agriculture and fisheries sectors {to improve the technical, business, and social capabilites of farmers and fisherfolks ‘THE EXTENSION AGENT AS A COMMUNICATOR: = Extension workers should be able to tell the farmers accurately about different technological options available and how to choose among many. «They must htave good communication, problem-solving, and listening skil. © Extension workers must also be able to manage and train their staff, and they need skills to manage the day-to-day operations of their office. THE CHARACTERISTICS OF A GOOD COMMUNICATOR: ‘+The individual knows: ‘« The objectives-have them specifically defined; ‘+ The audience-their needs, interests, abilities, and predispositions; «The message-its content, validity, usefulness, and importance; «Channels that will reach the audience; Organization and treatment of the message; ‘The professional abilities and limitations. «The audience and its welfare; +The message and how it can help people; «The results of communication and their evaluation; ‘+The communication process; The communication channels-their proper use and limitations; + Improvement of communication skil 58L_SRER REE BE RB BE BF Ff Ff fF ff fF # a LULU ens ‘QUESTIONING TECHNIQUES: Open-ended and closed questions Diverse Questioning techniques Participants to practice * Then try the Questioning Quiz CULTURAL DIVERSITY: + What do we know about the communication styles of different cultures? Consider verbal and non-verbal, including dress constraints, language difficulties, and taboos. INDIVIDUAL DIFFERENCES: + What individual factors could affect the way a person ‘sends’ + Is gender/ age a factor? * How can we adapt ‘+ we have a problem ourselves or * does the other person seem to have a problem? GROUP PROCESSES + In groups, there are more people, so good communication skills are paramount. * Be mindful to practice: ‘© Observing non-verbal cues ‘+ Listening, responding, clarifying, paraphrasing, and summarising “receives” a message? Identifying barriers to communication Remember, silence is golden, AND NO ONE IS PERFECT! LESSON 12: THE EXTENSION DELIVERY SYSTEM Itis the organized mechanism to bring the required knowledge, skills, and when necessary, material resources that the farmer and his/her family need in their quest for an improved quality of life. Components of an Extension Delivery System include an indigenous research capability to either generate locally adapted technology or transfer appropriate technology from ecologically similar areas; An extension or diffusion system; Farmers capable of evaluating and adapting technical innovations to their production systems. This is needed to produce gainful changes in agricultural productivity as @ means of uplifting the conditions of the rural populace Functions of the components of the EDS: ‘The Research System, Its composed of researchers and scientists from national and international research centers and research institutions such as universities and experiment stations (e.g. IRRI, UPLB, BPI), The research system functions to generate technological innovations that will usher in the needed changes in line with a country’s efforts ‘The Change System. This is usually an extension organization that links the generators and the end- Users of technology. It assumes the task of disseminating information and other goods and services designed to bring about changes in client behavior. This function is affected by the: Objectives (doctrine) the expression of what the organizational structure sets the formal framework for how tasks are carried out. This includes the resources the organization has at its disposal forthe implementation of assigned tasks. The program contains all the activities performed by the organization in line with its designated functions. It is what the organization performs for and on behalf of its clients. The ‘Change Agent should consider that the success in producing the desired changes in cients depends toa great extent on the extension worker since he/she deals directly with the clients. The Client System. The rural people are the clients of the EDS. Extension efforts are enhanced by ‘an accurate and thorough assessment of the needs and resources, both material and human, of the tural social system served; as well as a working knowledge of the principles of effective ‘communication and adult learning. 60