Cases Study Agricultural （ Forestry ） Extension

1. Cases StudyAgricultural（Forestry）Extension

2. Hello ! 民主，参与，合作，交流，

3. 主要内容 • 澳大利亚的PMP • 在职人员培训（REC） • 参与式造林计划 • 推广家教模式 • 农业高新示范区的建立 通过案例介绍相关的理论、原理、方法

4. 学习要求 • 互相学习，勤于思考，无绝对权威。成人学习的原理（建立在你的实践经验和思考基础上的学习） • 参与式的学习：运用参与式的工具，个人或小组参加有关的讨论活动。有时还要给大家陈述 • 回顾复习（前一次的内容或过程）：个人或小组（方式要多样，有趣，创新，如画画，实物，表演等） • 每天结束前的评价/评估：不但是对内容而且对整个过程（方式要多样，创新） • “热身”（warm-up），“加油”energizer）活动（最好有趣，简短）

5. 典例一Rural Extension Center

6. Coming with Problems

8. Training Through Rural Extension Center（REC） 建立在成人学习和认知特点的培训模式

9. REC建立的背景 • 1990 DPI (Department of Primary Industry)进行了推广的政策和发展回顾总结认为 • 保持大批的有推广技能的推广人员 • 进行推广研究 • 培训及发展能力以确保国家和私营推广服务处于最有效的状态 REC就是在这种需求下于1993年诞生 • 它是由DPI和Queensland University联合资助并建在大学的Faculty of Natural Resources，Agriculture and Veterinary Science （NRAVS） • 它是有董事会领导（Board），Board选定一个主任管理。 董事会成员由多方面组成。

10. REC的主要任务 • 提供教育和培训 • 研究，发展和改进推广方式 • 促进农村Internet 有效使用 • 项目的评估和评价

13. REC 培训程序 • Participative five day residential五天参与式学习 • By the fifth day, participants develop an action plan 提出/陈述实践(行动)计划 • Participants undertake the learning project for ten weeks in their workplace回到工作单位实践十周 • Participants meet again for a two day residential to present their work-based assignments一块儿陈述实践结果/问题/发现/收获。 • Participants document their learning in a 3000 word assignment submitted four weeks later。四周后交上实践报告

14. 学习过程的特点 • 互相认识 • 小组遵循的一些规范（随时可加上） • 期望和要求 • 培训支持：预定宾馆，收发作业，资料复印，名单，组织外面就餐（一种社交活动），达印讨论结果等 • 学习过程需要参与，理论及时投入时实践 • 讨论,角色练习,有趣的复习活动,热身,小组汇报,小组决策技能(pinboard, mingroup, mindmap, fishbone, richpicture). • 推广专家参与培训活动 • 培训课程来自实践

15. 政府的政策、策略，方针。 推广专家的建议（DPI） REC的研究和思想 课程雏形 需求和条件分析 正式的课程 培训课程的提出过程

16. Interpersonal skills.人际交往技能 Verbal communication.口头交流 Written communication.书面表达 Information dissemination.信息传播 Electronic communication.电子交流 Knowledge of rural communities.农村知识 Knowledge of human behavior.人的行为知识 Market research.市场研究 Project planning and management.项目的计划和管理 Project evaluation.项目的评价 Agri-industry knowledge.农业产业知识 Market & business knowledge.市场和贸易 Ethics.道德规范 (Straw, and Mulluaney, 1996) Creativity, imagination.创造，想象 Communication skills.交流沟通 Managing information.信息管理 Questioning and reasoning.质疑，推理 Systems thinking.系统思维 Problem-focused thinking and problem solving skills.思考问题和解决技能 Putting new knowledge to practice.运用新知识. Learning skills.学习技巧 Managing mental models. Managing oneself and others.管理自我和他人 Team work.团队精神 Personal mastery.自我领会 (Schielbel, 1999) Competencies required for extension workers推广人员需要的技能

17. REC 课程2001 • 社区发展Community development • 组织和领导Leadership and group facilitation • 项目的计划和管理Managing and planning projects • 成人学习教育Adult learning in rural extension • 项目和计划的评估Evaluation of program and projects • 增强交流技术Empowering communication technologies • 研究方法Research methodologies • 培训以及推广的一揽子计划Development of workshops and extension packages • 推广计划中的市场管理Marketing management of extension program • 参与式研究和发展Participative research and development • 不断创新和提高Continuous improvement and innovation • 推广的实践和理念Philosophy and practice of extension • 驾御变化过程Managing changing processes • 决策 结构Structured decision making

18. Course（2002） Code Location Trainer 1stRes 2nd Res Evaluation of programs and projects CERD7005 Perth JeffCoutts 25Feb - 1Mar TBA Adult learning in rural extension CERD7001 UQGatton DavidStanfield 25Feb - 1Mar 16, 17May Advancedfacilitationinresourcemanagement CERD7020 UQGatton DougGraham 25Feb - 1 Mar 13May Development of workshops and extension packages CERD7003 UQGatton Derek Foster 4- 8Mar 17May Ruralcommunitydevelopment CERD7013 UQGatton BobBeeton 4 - 8 Mar 5, 6June Leadershipandgroupfacilitation CERD7009 UQGatton DavidStanfield 11-15Mar 12-14 June Managingandplanningprojects CERD7010 SEQT'wba KarenFox 11 - 15Mar 28May Negotiationandconflictmanagementinresourcemanagement CERD7021 UQGatton DougGraham 11 - 15Mar 27, 28May Researchmethodologiesin management and extension NRSM3004 (virtual) WarwickEasdown Starts11 Mar n/a

19. Course Code Location Trainer 1stRes 2nd Res Adult learning in rural extension CERD7001 RutherglenVictoria DougGraham 6 - 10May TBA Leadership and group facilitation CERD7009 PopendettaPNG DougGraham 3 - 7Jun 2,3Sept Adultlearning in ruralextension CERD7001 SEQGatton DickFell 22 - 26Jul 7, 8Oct Continuousimprovementandinnovation CERD7019 UQT'wba MerrinBrown 22 - 26Jul 7, 8 Oct Empowering communication technologies CERD7004 UQGatton WarwickEasdown 22 - 26Jul 7,8Oct Evaluationofprogramsandprojects CERD7005 UQGatton JeffCoutts 29Jul-2 Aug 14, 15Oct Marketingmanagementofextensionprograms CERD7011 SEQT'wba MarkCasey 29Jul -2Aug 14, 15Oct Negotiation and conflict management in resource management CERD7021 UQGatton DougGraham 29 Jul - 2 Aug 14, 15 Oct Advanced facilitation in resource management CERD7020 UQGatton Doug Graham 5 - 9Aug 21, 22Oct Leadership and group facilitation CERD7009 UQGatton DavidStanfield 5 -9Aug 21, 22 Oct Philosophy and practice of extension CERD7012 UQGatton GerryRoberts 5 - 9Aug 21, 22Oct Advancedfacilitationinresourcemanagement CERD7020 EchucaVictoria DougGraham 19 - 23Aug TBA

20. 学位课与短期课程 • Graduate Certificate in Rural Systems Management • Graduate Diploma in Rural Systems Management • Master of Rural Systems Management • Short courses： • Conducting effective focus groups • Communicating with confidence • Effective group facilitation • Designing action for maximum impact

21. 培训包含的原理,思想,理论等

22. Action Learning Cycle循环式行动学习

23. Revised Plan Plan 计划 Generalize 总结 ACT 行动 Reflect 反思 Action Learning Cycle 循环式行动学习

24. ACT (Conduct or take part in an activity, exercise or presentation) REFLECT (Reflect on the previous activities. What did you see, hear, do? What stood out for you? What had meaning for you and your work?) PLAN (How will you put these things you have learnt into practice? How do you plan to use them ? Will you use them in your learning project?) 参加上课 GENERALISE ( What have you learnt? What can you use from this session? What are the ‘rules of thumb’?)

25. ACT (Develop and put into practice a learning project action plan. ) REFLECT (Reflect on the action plan at regular intervals. What did you see, hear, do? Where am I in the process? How is it going) PLAN (How are the changes to be made? What are you going to do now? Redo the action plan for the learning cycle and do it) 学习课题的执行 GENERALISE ( What can I conclude? Do changes need to be made? Is everything on the track?)

26. 我们的课程可以采用这种方式吗？ • 请说出可行的一面？ • 请说出不可行的原因？有什么措施可以促成这种培训方式？

27. 二.成人教育原理的运用

28. 成人教育/学习原理（一） qThe need to know(需要了解）------adults need to know why they need to learn something before undertaking to learn it; qLearners’ self-concept（自理，自我）----adults have the self-concept of being responsible for their own decision, for their own lives; they resent and resist situations in which they feel others are imposing their wills on them; qRole of learners’ experiences（发挥自我的经历和体验）-----adults come into an educational activity with both a greater volume and a different quality of experiences; qReadiness to learn（准备要学）--- adults become ready to learn those things that they need to know and be able to cope effectively with their real life situations; qOrientation to learning（学习的宗旨/指导原则）----- adults are life-centred (or task-centered or problem-centered ) in their orientation to learning; Motivation（学习的动机）----- the most potent motivators are internal pressures: the desire for increases job satisfaction, self-esteem, quality of life, and the like Knowles(1990)

29. Adult learning principles (2) • Adults have a lot of experience to draw on • Experience lead to growth, and trainers must know how to recognize and shape useful experiences and enable learners to extract as much as possible from each experience • Adults have set habits and strongly established tastes • Make sure you remember that if we feel that our ways of doing things are under attack, we’ll hold hard to them. We’ll dig our heels in and refuse to move. But if we feel safe and secure, change becomes possible • Adults are proud of their independence • They don’t want to be lectured or spoken down to. Involving them in leaning is important. • Adults have strong feeling about the learning situation • Adults have had learning experience before. They don’t want to repeat those boring experience (exam, test) • Adults have many preoccupations(当务之急) • Adult learner’s will be coming along with lots of baggage (their work, family, farming, etc). Trainers need to work on relaxing them and getting their minds on the task at hand. (make room comfortable, music, cartoon, tea, coffee) • Adults are afraid of participation • Many adults are. This may be inherent. So try to make the environment non threatening

30. 成人教育/学习原理（3） • Fell (1997) • 1)Build on local experience, use the knowledge within the group or individuals.（建立在 体验/经历基础上，利用小组或个人的知识） • 2)Make the learning environment comfortable and encouraging（学习环境舒适宜人） • 3)Ensure that the learning activity meets the needs and relates to the problems of the client group.（确保学习活动符合需要，与学员或小组的共同兴趣或问题相关） • 4)Involve the audience in planning their own learning experiences.（有机会让学员计划自己的学习过程） • 5)Have activities that involve people, are stimulating and encourage participation.（学习活动要学员参与，且鼓舞和启发人） • 6)Allow time for people to reflect on what they are learning –take difficult subjects slowly—be open to questioning.（留有时间进行回顾和反思，困难问题 循序渐进，容许质问和讨论） • 7)Build group and individual confidences by letting them know they are right, building a confidence that they are making progress towards their learning goals.（让学员/小组了解学习进展，明确其方向，从而增强其自信）

31. Learning environment for adults (SAFE) 成人学习的环境要求 • Social---和他人一同或向他人学习 • Activities-based---以学习活动为基础 • Fun---愉快的学习氛围 • Environmentally secure—安全的环境下

32. 不同学习风格的特点

34. 学习者的阶段和培训方式的对应 自主性学习者 投入性学习者 性趣性学习者 依赖性学习者 独裁/专家 鼓励性传授 服务协调 带队咨询

35. Mumford’s Learning style • Auditory----by hearing 10% （people favored） • Visual -----by seeing 40% • Kinesthetic—by doing 50%

36. Six thinking hats • White hat—pure white ,pure facts, figures and information (what facts do we know? What other facts do we need know) • Red hat--- seeing red, emotions and feelings, and intuition (what do we feel as managers about this? How do our staff feel about this? ) • Blue hat---cool and control, orchestra conductor, thinking about thinking, thinking about process (what processes need to be put in place? How do we progress/orchestrate the next steps?) • Yellow hat----sunshine, brightness and optimism, positive, constructive, opportunity, and benefits (what are the good points? What is positive in this ?) • Black hat---devil’s advocate, negative judgment , why it will not work: ( what is wrong with this?) • Green hat----- fertile, creative, plants springing from seeds, movement, provocation. ( what new ideas are possible? What are the creative and innovative possibilities in this ? )

37. 推广 研究 教育

38. Photos Concerned