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An Affirmative Action/Equal Opportunity Institution nwzrv Proposed Guidelines for County Extension Pregram Development \ By 2 Donald J.“ “McFeeter A graduate problem submitted in partial fulfillment of the requirements for the degree of Master of Science \ Institute for Extension Personnel Development Michigan State University East Lansing, Michigan August l968 wwslfi¥u3 made outl have Stab had ‘ uate inva sion Trus wish and Char' With sugge thanl Acknowledgments I wish to express my thanks to the many peOple who have made this year of graduate study possible. First, a special thanks goes to my wife, Carol. With- out her encouragement and assistance, this year would not have been possible. My appreciation goes to the staff here at Michigan State University who were always ready to assist whenever I had a question. A special note of thanks goes to my grad- uate committee: Dr.fi|ason Miller, Chairman, Dr. Denio Caul, Dr. John Speicher, and Dr. Karl Wright. All who have rendered invaluable assistance to my graduate program. - A note of thanks to Robert P. Davison, Director, Exten- sion Service in Vermont and to the University of Vermont Trustees for extending me this years study leave. i also wish to extend appreciation to the county staff that I left and a big thanks for doing my work while away. To the Charles Hood Foundation goes a thank you for providing me with financial assistance. Lastly, to my fellow students who provided assistance, suggestions, and constructive criticism along the way I say thank you. TABLE or coureurs [NIRODUCTION SECTION l - SOCIOLOGICAL ELEMENTS CHAPTER I - Social Action Process CHAPTER II - The Teaching Process CHAPTER III - The Learnlng Process CHAPTER IV - The Communication Process CHAPTER V - The Diffusion Process CHAPTER VI - The Adoption Process CHAPTER VII - The Decision-Making Process SECTION II - PROGRAM DEVELOPMENT PROCESS CHAPTER VIII - Program Devel0pment CHAPTER IX - Program Planning CHAPTER X - Situation Statement CHAPTER XI - Analysis and IdentifIcation of Problems CHAPTER XII - Objectives CHAPTER XIII - Long-Range Program Page 23 30 35 Al #6 55 6O 62 85 98 ll9 l27 133 CHAPTER XIV - .Plan.of Work CHAPTER XV - TeaCher CHAPTER XVIi-- Specific Objectives CHAPTER XVII - Audience CHAPTER XVIII - Methods CHAPTER XIX - Evaluation SECTION III - CONCLUSIONS CHAPTER XXII - The Steps in Program Development BIBLIOGRAPHY l38 lhh lh6 lh8 I52 I77 l88 l89 Introduction "Extension must be essentially educational, must be directed toward satisfying the needs of the people, and must be started at the papulace's own level of understanding. (Bk-IO) In order to develop an educational prOgram that will satisfy the needs of the peeple, it must begin at the people's Level of understanding. It has been recognized that a sound, well developed procedure for pragram devel0pment is needed to be understood by the Extension staff. A complete under- standing of the steps involved is needed to plan and implement a successful program plan. Program development is a contin- uous series of processes which include a long-range program, preparing a Plan of Work and teaching plans, taking action to carry out the plans, and determining accomplishments. Therefore, the objective of this paper is to provide guidelines that can be used by the County Extension staff in building an educational program to meet the needs of the people. The Extension staff in implementing this program must concern themselves with these questions: (69-9h) i. What educational purposes should the Exten- sion Service seek to attain? 2. What educational experiences can the Exten- sion Service provide that are likely to attain these purposes? 3. How can these educational experiences be effectively organized by Extension personnel? Our objectives will be twofold in nature: consideration of the building of a long-range Extension program along with the short-range program (Plan of Work). ”Program deveIOpment includes the total of Extension's reSponsibility from the first step in planning to the final evaluation of the changes in people's behavior.” (II) - III - 28 This program development process is very complex as many different concepts and factors interplay with each other. A pictorial view of the program development model is presented. (Figure I 8 II) in this way, one can view the interaction among the various concepts that affects the final product, the long-range program and the Plan of Work. This process is shown both from the step-by-step point of view and the elements included in the process. This paper.is divided into three sections: Sociological Elements, The Program Development Process and Conclusions. In Section I, Sociological Elementakva will look at several concepts and modeblthat need to be well understood by the ExtensiOn worker and how they relate to the program development process. These concepts include the Social Action Process, the teaching and learning process, the com- munication, diffusion and adoption and decision-making processes. Each one~ofttbese is reviewed in brief and should be analyzed in more detail if one desires to study one or more to fully understand each. Each one of these becomes an integral building block in an Extension program that will change the behavior of the peOple (audience). Only the highlights are presented to show how they fit together in meeting our objectives, that of .mco_umccouc. .o:o_umz oumum .mo04 heimm ocm om-_: “Scum touamuqv co_uonu.m >ueaou II cocoon .aooo mc_>¢. mm om_>oc :_o>c_ co ii. oco co.um: :0 on iz/x. -_m>u :_cm c“ ..mm000ue co_uo< .mqum mmouOLm co_uaoo< mowo_>_uo< W_Allllll.mm000cm co_uuoo< mmoooLm co_m:mm_o .wallllllmmoUOEQ co_m:mm_o noun—om ocm _ mmoUOEm m:_ccm_¢94lllmmm00cm co_umo_c:EEou «mouoLm conumu_c:EEOQ mm000c¢ cmxozico~m_ooo unsucce mc_ccmog «unoccm mc_coooh MaimmoooLm m:_xmxucomm_ooo n mmouoLe mcuccmou mllllll. mmo00cm mcmsomoh . \ m:_;umoh mcouu u: o cue: EOJV EmcmoLm .m:ec< pecan—m _ wmaw_u Amooz mmuuoxm hzmzm04u>uo z<¢oo¢m Amm - may co_umcoomm muomm icooom .m woo—.00 .— mmoLmOLm co_um:u~m oEoo 4. Emma .~ zo_kpmllll z<¢upmnlllli rdmuomm oz_zz<4m xcoz we ee_m, nee—£0cm ouaooxu .m >m_ucoo_ .m xcoz mo co_a oo_o>oo .m Exams—m; m _. w¢30_m mmoUOLm ucoan_o>oo EmcmoLMl a planned Extension program and Plan of Work. Tbilowing the presentation of these concepts, we will discuss in Section II program deveIOpment and what it is. We attempt to show what Extension philosophy is, what Exten‘ sion's purpose, functions, and objectives are and how these relate to meeting our objectives of this paper. Program development consists of two phases: planning and execution. We consider planning: what it is, how to approach planning and a procedure to follow. We consider the situation, the analysis and identification of problems and needs followed by the determination of the county program objectives. The next step is the finalizing of our first objective, thatwfif a long-range Extension pr09ram. With this step finished, it ends the fonnal planning phase of program development, al- though planning does take place in the next phase, prOgram execution. The Plan of Work begins the execution stage. The Plan of Work takes the long-range program and breaks it down and establishes priorities. It identifies what more precisely should be worked on for a shorter period of time, usually of one year in length. We consider the audience, methods, message and evaluation in more detailed terms. Following this Plan of Work, Extension worker, the teacher-communicator. wOuld be able to build his teaching plan establishing precisely the message to be used. The final section, Conclusions, attempts to draw every- thing together that we have discussed concerning the develop- . n , . l I < r . . -- n . . _ , , , c .1 n . ~ ~ a 1 ‘ , . . l I l . ' I l ' n R V . , , . , ' , , z . ‘ -' l v . . . . . i . . , . . . v , . - . , u , , A . u ' l ' , c - a , . v u . . . ment of the long-range program and Plan of Work. In this section, the social action process is used as the framework for the steps that an Extension staff needs to be acquainted with and understand before the beginning of program deveIOpment. This process of program deveIOpment as presented will give the Extension worker a better opportunity of working with the "real" problems of the people. The Extension worker wants to diffusg'among the peOple and to teach so the peeple might be able to satisfy theirlown wants and desires. Thus, the “Extension worker will be able to reach the aim of Extension education and that is to infuuence people to make those desirable changes in their behavior that contributes to a better individual, family and community. .351 SECTION I Sociological Elements 71 In this section, we will look at several concepts and models that need to be well understood by the Extension worker and how they relate to the program deveIOpment pro- éess. These concepts that were reviewed include the Social Action process, the teaching and learning process, the communication, diffusion and adoption and decision-making processes. Each one of these is reviewed in brief and should be analyzed in more detail if one desires to study one or . more to more fully understand each. Each one of these becomes an integral building block in an Extension program which will change the behavior of the people (audience). Only the highlights are presented to show how they fit together in meeting our objectives, that of a planned Extensjon program and Plan of Wbrk. CHAPTER I - The Social Action Process CHAPTER II - The Teaching Process CHAPTER III - The Learning Process CHAPTER iV - The Communication Process CHAPTER V - The Diffusion Process CHAPTER VI - The Adoption Process CHAPTER VII - The Decision-Making Process .01. The Social Action Process Extension agents are an integral part of the community in which they live and work. An agent has many responsibilities: most of these reSponsibilities deal with people. Over the years, one of the principles of adult education has been the involvement of people from the planning to the execution of the programs with which they are involved. There- fore, it becomes important to review the process that an Exten- M... sion agent needs to be involved with in developing a successful educational program. Many call this the social actlon process. #‘M - The social action process presented below is in general terms. in reality, this process will not always be followed step by step as outlined. It is important for us to understand the parts of the social action process and how they are rele- vant to the system or program under consideration. STEP I. ANALYSIS OF EXISTING SOCIAL SYSTEMS. Social action takes place within the existing social system. Social action must be related to some social system. The social system could be the country, state, county, com- munity, Extension Service, deveIOpment group, or breed association. It seems that if an Extension agent is to conduct an educational program, he must be able to identify the sociaj System in which he is working, the important sub-systems or Subgroups within the overall group, and the influences that are being brought to bear on both the overall system and the sub- systems. The subgroups could be a boand of directors and com- mittees of organizations or groups within a community or counties within a state. The system will differ for different programs. The social system boundaries may not be geographic or political. The group might be a board of directors, staff or a council. "Particular emphasis may be placed on ends, facilities, norms, status, roles and power in the general social systems and major subsystems.” The relative status- role and power figures among the important sub-systems and key individual power figures should be known. (5-) In summary, we must recognize the fact that there is an over-all social system in which the social action, Extension program, is going to take place. Before beginning the program, one should determine what the actual existing experience of the social system is in relation to the prOgram that is going to be tried. The following conditions need to be identified and eval- uated in light of the prOposed program: i. What are the bounds of the social system. 2. What are the groups within the general 3. What are the relative positions of the sub-systems. A. What are the important influential groups outside the social system which affect the system and/or sub-systems. 5. What are the goals and activities of the sub-systems. 6. Who are the key influential leaders of the systems. STEP ii: CONVERGENCE OF INTEREST. Action starts when two or more people get together to IO define a need with a decision to act. Usually the number of people involved is small. Tentative definition of goals and decisions on means are made. This action can begin when two or more people agree that some kind of prQJem exists and that something should be done about it. These peeple would be members of a social system or sub-system that is involved. Another approach might be to have someone closely connected with the system but who also represents certain outside interests to start action or to bring people together to define needs with a decision to act. Examples of such include Extension agents, school superinten- dents, and ministers. We may also include someone outside the system in an attempt to get action started toward solving a problem. This can be done by the outside person becoming interested in the problems of the social system involved and providing a stimulus to the peeple to define the problem. Examples of such people include the Extension specialist or state administrator. This paper will assume that the process will follow the pattern of the Extension agent bringing the people of common interest together. As this step is being taken, one needs to evaluate the following considerations to insure that everyone involved is in agreement and understands where each stands. I. To what extent did those involved have ad- equate information about the problem, need or action. 2. To what extent was their discussion of the m‘ ll information related to the problem, need or action proposal. 3. To what extent was there common agreement among those involved in the definition of the problem, need for action and possible alternatives. h. To what extent was there a reement toward the plan for the next act on step. STEP III: EVALUATION. Evaluation should be a continuous function and in many instances a number of evaluations will take place within a. given stage. After each step, evaluation needs to take place. This step involves four functions: evaluation, decision, planning, and action. Evaluation consists of looking at past actions to de- termine the degree to which the past objectives have been met. On the basis of this evaluation, a decision is made as to the next step. This part of evaluation might lead to the decision that the conditions in the preceeding step were not met and more time is needed on that step. The decision also might be to go on to the next step as the conditions required have been met. With the decision made, plans must be made to implement that decision. Next, action should be taken to implement the plan that has been developed. STEP IV: PRIOR SOCIAL SITUATION. Leadership patterns, power relations, status-roles, expectations, beliefs and sentiments of the peOpie involved should be identified from past experience. Patterns of communication, cooperation and conflict need to be determined. " lath iork lied 0TH imp} am \HI win I2 Methods, appeals, and organizational structures that have worked, along with those that have failed, need to be identi- fied. By understanding these prior basic situations, a group or an individual has a sounder basis for planning and inmlementing the proposed program. As we proceed toward the deveIOpment of a sound pro- gram, the following questions need to be answered: i. To what extent was analysis made of similar activities or programs that had been attempted previously. 2. To what extent was analysis made of the groups involved previously or are pre- sently involved in such activities or pregrams. 3. To what extent was an analysis made of the individuals that were involmed in such activities or programs. A. To what extent was an analysis made of pattern of cooperative relations and/or conflict that have deveIOped in similar pregrams. 5. To what extent was an analysis made of the affects that the deveIOpment of a new program might have on the groups pre- hiously and presently involved with sim- ilar programs. 6. To what extent was an analysis made of seccess or failure of past methods, tech- niques, appeals, and organizational struc- ture. 7. To what extent was the analysis of the prior social situation used to determine possible future strategy. STEP V: DELINEATION OF THE RELEVANT SOCIAL SYSTEM. Determination of the group and subgroup(s) should be made and the program developed toward this group. In other words, who are the people that should be reached by the program? ls 9 l3 Following this identification of the group or audience that the pregram is to be aimed at, these considerations need to be evaluated. We must ask ourselves if these considerations have been met to our satisfaction. l. How adequate is the delineation of the relevant systems, within and outside of the systems or groups involved. 2. To what extent was the delineation based on the following criteria. b. clear definition of thepg ople to be reached. representative of the needs and interests of the people to be reached. representative of relevant power: groups from which iegitimation or saction should be obtained. consideration of groups that might Hold conflicting views. 3. To what extent were key leaders identified for the groupsr To what extentzwere they based on the following criteria. representatives of the needs and interests of the people in the group. needed as a resource for later involvement. representative of the power structure within the groups. representative of the ideas of groups with conflicting views. STEP VI: INITIATING SETS. People usually are organized into groups that are involved in consulting, legitimizing and sounding board functions. The initiating sets are a small group of people who are centrally interested in the problem and consult with the key leaders of the relevant groups and in some cases with the groups as a whole. In planning a program, the key individuals and groups lh within the total system should be identified by the initiating set with whom the consulting, Iegitimation, and sounding board functions will take place. Evaluation should take place at this time with the following criteria to be looked at: I. To what extent were the functions discussed and agreed upon by the convergent groups. 2. To what extent were the conclusions reached in those relevant social systems used to determine who would be contacted by the initiating sets. 3. To what extent did the criteria of access, power, ability to communicate, reciprocal obligation used to choose the initiating sets. 4. How adequate were the initiating sets. 5. How adeguately were the problems and objec- tives o the new program explained to and understood by the initiating sets. 6. To what extent did the members of the initiating sets agree among themselves regarding the new idea and the related problems, needs and possible solutions. STEP VII: LEGITIMATION WITH KEY LEADERS. "Legitimation" is used here mainly in the sense of giving sanction. Sanction could include authority, approval, or justification for action. They can say it is good or it is bad, or that it is acceptable or unacceptable. There usually is a formal and informal structure of iegitimation. Formal structure includes elected officers in various groups and in- formal structure includes leaders that create influence ser- ving. This step consists of consulting with both of these above groups. This consultation includes reactions and sug- l5 gestions from the leaders involved. Legitimation is needed so these key leaders do not throw their influence blocking the program entirely. This step could also include the con- sultation of peOple with little influence but whose judgment is valued. These types of people can improve the thinking of the program including the efficiency, planning strategy, timing and steps needed to be made. As we proceed through the social action process, we now need to ask ourselves these sets of questions to see if we' are in a satisfactory position. i. To what extent was there an attempt to define the action pregram and its re- lated problems, needs and possible solu- tions to the legitimizers. 2. To what extent was there an attempt to clarify the overall scope of the initiating groups and its relation to the new program. 3. To what extent was there an attempt to state in a clear fashkwlwhat was expected of the person from whom legitimation was being obtained. STEP VIII: DIFFUSION SETS. Up to this point, the steps have involved a relatively small number of people. This step involves the need for pe0ple who can provide the kinds of resources needed such as time, communication and organizational skills, access to peOple and groups, etc” to plan activities which will give Opportunities to the relevant systems to express their needs. Decisions on the next step to take should be taken after careful evaluation of the suggestions and reactions of the legitimizers. Following this, preparation should be made to l6 diffuse the ideas of the program to the target group. The purpose would be to give the total system or group involved an opportunity to also define the problem as a need. People at this point in time should be involved to help conceptualize the strategy of communication. After this decision is made, peOple should be involved who can best help to diffuse the ideas to the target groups or people. The people involved must be peOple who will be accepted and the ideas presented will be adopted. The following questions need to be evaluated at this stage as we develop our program. I. To what extent were major decisions for future steps made on the basis of the information obtained. 2. How adequately were the functions of the diffusion sets discussed and agreed upon by the planning group. 3. How adequate were the diffusion sets chosen. A. How adequate were the problem and the objectives and means of the new prOQram understood by the members of the diffusion sets. 5. To what extent did the members of the diffusion sets agree on the problems and objectives. 6. To what extent did the members of the diffusion sets agree on the content and methods to use. STEP IX: DIFINITION OF NEED BY THE MORE GENERAL RELEVANT SOCIAL SYSTEM. In this step, the activities planned by the diffusion sets are carried out in an attempt to give opportunity to convince the relevant social systems, that a problem exists l7 and there is a need for action. The diffusion set usually tries to involve a great number of individuals, groups and people. Many different methods and processes may be used. Some of these include basic education, committees, surveys, channeling complaints into action, demonstrations, building on past programs. The ultimate purpose of this is to make the needs of the initiating set the problem of the people or total group. Considerations to be evaluated include: I. To what extent did the relevant social system have legitimate concern. 2. To what extent did the relevant social systems define the situation as a pro- blem. 3. To what extent did the relevant social systems define the problem as one for which there was a need for high pri- lorlty action. STEP X: COMMITMENT TO ACTION. This step is important as it emphasizes the need of agreeing that a problem exists and there is a need for a solution. But one needs a commitment from the target group and not just an agreement on the situation. The people must- be motivated enough to act. This commitment might include: a.) a vote of confidence; 2.) agreements to attend meetings; 3.) agreements to act at the proper time; 4.) agreements to pledge money or 5.) agree- ment to take part in the program. After a commitment to action is obtained, this condition needs to be evaluated. WAC thorn an affnmnf maria fin Alain-sin nun-no- LU! l8 2. Was there commitment to action by the relevant individuals and systems. STEP XI: FORMULATION OF GOALS AND OBJECTIVES. Now that the target systems have been identified and committed, the members of the target groups either need to develop new goals or objectives or accept the goals that have been in existence with the initiating sets and others. The setting of goals may include short-term, intermediate and long-term goals. Without formulation ofcflflectives, one moves from the problem to various methods that might be used without any idea of the objective they are attempting to reach. This procedure of not identifying goals can result in confusion, frustration and decreased motivation by all concerned. Considerations to be evaluated include the following: i. How adequately was the process by which the goals and objectives formulated. 2. How adequate was the statement of goals and objectives. 3. How well did the peeple understand the goals and objectives. STEP XII: DECISION ON MEANS TO BE USED. After the goals have been agreed on, alternatives or meals to reach these goals should be established. After the alternatives have been found, the decision will have to be made on which is the best means or method to use. I Each method or mean should be evaluated in light of: l. a method Specifically stated in concrete terms. 2. each alternative proposed analyzed in terms of possible consequences, in terms of Specific goals or unintended conse- l9 quences which might affect the program. 3. the required resources and those resources that are available. Conditions to be evaluated at this point in the process include: I. How adequate is the process by which the means were formulated. 2. How adequate was the statement of the means. 3. How well were the means understood by the relevant groups. STEP XIII: PLANNED PROGRAM. Specific actions must now be established, planned, and des- cribed formally or informally. Such decisions as organizational structure, designation of responsibilities, training, timing, planning of specific activities are included. A formally stated plan usually includes: 1. Goals to be accomplished including short- term, intermediate and long-term. 2. General means along with specific methods and action. 3. Organizational structure and the persons and/or groups reSponsible for action. A. Training required. 5. Time allowed. Now that the Plan of Work has been developed, these con- ditions need to be evaluated: I. How adequate was the plan that was set up \ and approved by the group. 2. To what extent did the plan include the means and more Specific actions to be taken, A‘ 20 3. To what extent did the plan list the per- sons to be involved. A. To what extent did the plan delineate the time expectations for specific actions. STEP XIV: MOBILIZING RESOURCES. This step calls for mobilizing and organizing resources to carry out the prOQram. Resources should include human, physical, financial and communication. Considerations to be evaluated at this time are: i. To what extent were the resources called for in the planned program mobilized. 2. How adequately were the organizational structure, including responsibility and authority explained and understood. STEP XV: ACTION. The action steps identified in the planned prOgram should be carried out by whom it was decided in the program. A consideration to be evaluated: How adequately was each action step carried out? STEP XVI: TOTAL PROGRAM EVALUATION. Final evaluation can give some indications as to whether or not the goals were achieved, how adequately the means and "ethods were in meeting the goals and the adequacy of the organization and process used to develop the plan and program. The following analysis needs to take place at this time: I. Did we accomplish what we set out to do? . Were the methods used the best? Did we make good 'use of our resources? :UJN Why were we successful? 2] 5. Why did we foil? 6. How would we plan differently if we were to do the program over again? 7. Where do we go from here? 8. How adequate were the periodic evaluation? 9. How adequate was the group's final evaluation? STEP XVII: CONTINUATION. From the final evaluation, further actions are identified, as goals were not fully met or accomplished. Conclusion: This social action process provides the basis for an agent working with the local people to develop an educational pro: gram. Several important considerations need to be brought together. Social action, the development of programs, takes place within the framework of a social system. This social system could in- clude all the farmers in a county. It might include an Exten- sion Service Advisory Board and a development committee, for example. PeOple within this social system must come to be iden- tified and a decision for action must be made. This need must be accepted by the influentials (legitimizers) as well as the interested people (organizers). The audience receiving the program must be involved and be in acceptance of the problem and objectives to be obtained. The next step would be a com- mitment to action with human, financial and physical resources. 22 Following this decision, the plan of action is to be developed showing completely how, when and by whom the objectives will be attempted to be obtained. The plan is ready and now the committed resources should be mobilized. Evaluation should have been an important function throughout the whole process plus the end of the program. if it was an educational pro- gram being developed, you would want to measure the behavioral change of the audience. (5) (I4-E-I-25) 23 The Teaching Process The Extension agent in an Extension principle and process education program serves as a teacher as one of his functions. Therefore, we need to consider and understand what adult teaching is and how the teacher relates to the learning process. The social action process gives us some guidelines on developing this learning experience by involving the local people. The Extension program needs to be built so the agent can provide a setting in which the teaching can be done. Therefore, an understanding of the teaching process is a necessity in pro- gram deveIOpment. The teacher must be ”tuned” in to the learner. Teaching must be learner oriented rather than teacher or fact oriented. (L) The learning- teaching process is like a communication process between two or more people. The teacher, through a method or channel, sends a message to the learner and the learner receives the message, interprets and reacts to the message. The objec- tive of education is to change behavior. So, hopefully, when the learner reacts from the message received, he or she will change his behavior. ”Teaching is both a science and an art. There is a large body of knowledge about teaching, derived from research and GXperience. But the application of this knowledge to specific learning situations, especially adult learning situations, requires the sensitive touch of the artist. Teaching is, moreoever, less a creative art than a cooperative art; for while the teacher must create the kind of atmosphere in'Which 2R learning will take place, he does this not within his own imagination but in cooperation with the students.” (37-29) The students in the case of adult education are the target audience. Purpose: Knowles states the purpose of teaching is to bring about a change in behavior. He says that change needs to occur in things we know (knowledge), things we are able to do (skitls), things felt (attitudes), things valued (appreciation), and things comprehended (understanding). A teacher is striving to create experiencesin which these changes can take place.(37-30) Process: ”Teaching is a process of guided interaction between the teacher, the student and the materials of instruction."(37-3l) The purpose of the teacher is to guide the process between the student and message to create a learning experience that will be meaningful to the peOple. The subject matter and message become means and not ends. According to Anderson, ”Extension workers deal with specific situations, rather than general theories or principles because they are interested in helping people to find solutions to problems.“ (l-9) Extension teaching is concerned with having messages received and interpreted. The Extension teacher becomes a communicator; he may communicate on a farm, on the street, in an office or in a meeting. He communicates with a message. . .. l , .(f . . K .3). I ._ . \ x l . . al. A I . J I . e u. . o A . 4 . , . . . o 0 . . 4 . . . . n . . n a I: .i 1 i II A r . n n I O _ . u A uii _ . I . u . q r r . . I w , o .. o 25 The message is sent to the receiver and hopefully inter- reted as the communicator intended it. The message is intended to bring about a change in the receiver. These changes may include a change in knowledge, attitudes, skills, thinking and understanding. With this objective in mind, the teacher attempts to choose the correct message. An Extension worker puts emphasis on ”a.) making his audience feel at ease; b.) making them feel that they know something; c.) breaking things down for clarity and d.) thinking as his audience does." (22-52) H. The message is carried by the method. The Extension worker selects a method or channel. The methods or channels then become the methods of teaching. These include meetings, farm visits, mass media, direct mail etc. Each method is designed to provide an opportunity for receivers to learn. A teacher pro- vides the learning experience but the learner himself must do the learning. The type of method used depends on the objectives, situation, audience, message and other considerations. After evaluating all of these, the teacher must make the decision on the method to use which he hOpes will reach his objective. The teacher or communicator in deciding which method or message to use will depend on how he perceives himself and answers these questions: I. How confident is he in dealing with the subject matter he intends to create a learning experience in? 2. How does he feel about using different methods? What ability does he have in ufing these methods? , 3. How up-to-date are his teaching methods; are they still relevant? ”i. " Principles: 26 Are there new sources and methods that can be used? What is his role as an Extension worker? What is the relationship between the audience and the Extension worker? What kind of social system is the Exten- sion agent working in? (SB-hl-Z) - Several principles of adult teaching appear. (37-32-6) Knowles states them as: l. Students (audience) should understand and subscribe to the purpose. "They must;have a part in setting the specific goals of the course.” The audience should feel that the instruction or method will be of some value. Students must want to learn. A teacher may need to help a person to analyze his goals and abilities so he will want to learn. There should be a friendly and informal atmosphere in the learning situation. The teachers'attitude of understanding, acceptance, and respect comes a long way toward providing a situation that the learner needs and wants. Physical conditions should be favorable. If using a meeting, demonstrations or the like, the teacher should be sensitive to temperature, ventilation, lighting, noise, etc. The students (audience) should articipate and should accept some responsi ility for the learning process. The best way to learn is by doing. With this philosophy, the teacher should consider ways or methods of involving people. ”They will also, learn more if they feel some personal res- ponsibility toward ;the group process.” Thus, if decisions can be made by the 6. l0. ll. l2. l3. Conclusion: 27 Learning should relate to and should make use of the student's experience. The message needs to be aimed at their level «yfeXperience, relating and applying ideas being taught to the kinds of experiences that people are familiar with. People learn new ideas by relating to past experience. The teacher should know his subject matter. He must be able to organize it and serve as a resource person in his field. The teacher should be enthusiastic about the subject matter and about teaching it. Students (audience) should be able to learn at their own pace. Messages and methods should be organized so they will fill the wide range of experiences, educa- tion, aptitudes, interests and abilities. The student lshould be aware of his own progress and should have a sense of accomplishment. Reward is an effective stimulus to learning. The methods of instructions should be . varied according to situations and the needs of the audience. This helps to maintain interest, stimulate partici- pation and meet individual differences. The teacher should have a sense of growth; he is learning also. He should not feel that he knows it all and is just passing on information. The teacher should have a flexiable plan which meets the needs of the student as adult problems are more sUbjective as they deal with attitudes, skills, and under- standing. Many of these needs depend on the goals and values of the people in- volved. In summary, the teacher should begin with subjects of interest. From this point, he develops teaching principles 28 and concepts that can be used. The teacher needs to start with the audience interest, observations and opinions.' The teacher must help the audience to discover relationships and impor- tant facts and principles for himself; he along with many other peOple become the source of information. The grading in . Extension comes when ideas and knowledge are applied. Several points need to be reconsidered and drawn together that specifically point to program development. The audience should have a part in defining specific goals of theccourse.' Besides the Specific goals of the course, the audience should be involved with the development of the overall Extension pro- gram objectives in a county. It is recognized that the au- dience must want to learn. The agent must recognize this fact and in developing a program, he may need to step further back and create a "felt" need before proceeding into teaching the subject matter concerning the problem. The audience learns best when involved and participating in the learning process. Therefore, recognition needs to be given to how the program involves the audience in an active role. The message of the teacher should be aimed at the audience's experience. in de- veloping the learning experience, the teacher should identify the level of experience of the audience to insure the program will be accepted by the audience as far as their entry behavior is concerned. In every audience, there are different people with varied abilities and experiences. With this type of background of the audience, messages and methods to be used must be different and varied to meet all needs. 29 Finally, a flexible teaching plan must be formed to meet any changing situations such as attitude, skills and understanding of the audience. With this review of the teaching process, the Extension agent also needs to consider the implications of the learning process. The learning process provides a framework on how a person, a member of the audience learns. Without this under- standing, it becomes difficult to build a pragram. Therefore, it becomes necessary to view the learning process (audience) as well as the teaching process (Extension agent). 30 The Learning Process One of Extension‘s functions is education of the people with whom it is working. Education is a process of learning from a teacher or communicator or somelother means. When an educational pregram is being formed, it then becomes a nec- essity that we have some understanding of the learning process. We should know how a person learns and how this process of learning relates to the overall prOgram deviopment process. Today the most commonly accepted objective of education is the change in the behavior of an individual. An individual makes this change because he has learned something. Thus, we can say that learning is a process in which a person changes in attitude, understanding, or action concerning some problem, issue or subject. Webster dfines learning: "to gain knowledge or understanding or skill in by study, instruction or exper- ience.” (ll2-480) Purpose: A learner then is an individual who is going through this change. Learning isn't merely the adding of more knowledge, ideas and information to what one all ready knows; but learning is a process of reorganizing, rethinking or recon- Structuring one's beliefs, ideas and understanding into his new behavior. Benne states learning as: (Sh-I7) l. "the acquisition and mastery by a person of what is all ready known on some subject.” 2. ”may also be thought of as the exhansion 3l and clarification of meanings of one's own individual experience.” 3. ”a process in which one tests ideas and generalizations relevant to some de- limitable problems, and tests them in some more or less objectified and controlled experiences designed for the purpose.“(3h-26) Rogers uses learning as defined by psychologists as the relatively enduring change in the response to a stimulus. (80-77) This definition provides an indication of a relation- ship between a stimulus and the response that is received from this stimulus. It is a ”change in the stable relationship be- tween a stimulus that the organism percefives and a response that the organism makes, either covertly or overtly.” (6-76) The teacher or communicator acting as the source or stimulus wants a response to occur with the person with whom he is teaching or communicating. In other words, the source's objective is to create a change in the receiver's behavior.' "Learning is something that takes place within the learner and is personal to him. . .It takes place when the individual feels a need, putsforth effort to meet dKIneed and experiences satisfaction wifl1 the results of his efforts. Learning is a process by which an individual makes some new skill or idea his own because in some way and to some degree it fills a need he feels.” (37-3l) I ' Knowles says that ”learning must be purposive. The (learner must have an objective in mind and must be motivated toward it." Secondly, adult learning is the ”putting forth of effort" in the learning process. Finally, the learner must receive satisfaction from learning.(37-Zl-2) Learning put into -IP 32 an educational program then becomes planned change. Process: To achieve this change in behavior, a person will go through a learning process. This process, says Anderson, "starts with the interests and challenges of peeple and moves toward an understanding of general principles that may provide a basis for solving other problems in similar circumstances."(l) People learn by using many different methods and receiving many different messages. Some of these include reading, dis- cussion, listening and by doing. By using these different methods, a person if learning ultimately will adopt an idea and change either his attitude, knowledge, or action. Several learning processes have been identified by researchers. We will use the stimulus-response model as how a person learns in the following discussion. ,v" A stimulus is an event or something "that a person can receive through one of his senses. Response is anything that the individual does as a result of perceiving the stimulus." The existence of a stimulus becomes the first reguiiement for learning. The second step in this process is the person receiving the stimulus and perceiving that stimulus in some manner or another. For learning to occur, the person receiving the stimulus must make either a covert or an overt response. The process occurs when: l. a stimulus is present. 2. the receiver senses the object and 33 the stimulus in then interpreted by the receiver. the receiver responds to the stimulus pre- sented, as it was perceived and interpreted by him. the receiver respdnds in the same way the next time the stimulus occurs. In other 'words, the receiver has learned something by making it a habit. evaluation of the consequence that occurred from the response made. further responses are made which were caused by the evaluation made. (6-8l) Berlo says there are at least five factors that affect learning and the devebpment of habit: 1. "Frequency of rewarded repetition. Each time a stimulus is presented, a reSponse is made and the response is rewarded, habit is strengthened.” The more times a stim- ulus-response interaction occurs, the greater the habit is if the reSponse be- comes rewarded. If the response is not rewarded, the habit will probably become weaker. Thus, it becomes important for a eeward to occur if behavior is to be changed for any length of time. The relationship between a stimulus and a reSponse will be strengthened if the re- ceiver can make only one response to the stimulus presented. If a response (x) is given to a given stimulus (y), X will be strenethened if (x) is not given to other stimu i other than (y). The greater the reward from a response, the more the habit tends to be strengh thened; the response should be rewarded as much as possible. The faster the receiver receives a reward from the response made, the more likely the reSponse will be retained and habit formed. The sooner reward can be achieved, the better. The easier the response can be made, the 3h more likely the response is to be retained and developed into a habit. One doesn‘ t want to use any more ener y than is heeded to achieve his goals." (2- 8h-5) ncl ion: The teaching, communication and learning processes are all closely related but have their different roles. The learning process gives us the necessary requirements for learning. The Extension program must provide a stimulus. This stimulus could be in the form of a message given by the teaching or the Extension agent. This stimulus, message, must be received through some method by the receiver, audience and understood by that receiver. The audience must have understood the message well enough to reSpoulto it, accept it, and make the content of the message a habit until further evidence changes his view- point. If possible, a reward should be built into the stimulus so when a response is made, the audience receives the reward. If the farmer is receiveng a message about soil testing, the farmer respon <1: by using soil tests, and gets better crap yields, he has received a reward which strengthens his response. He is apt to have soil tests again. The quicker and easier the reward can occur the faster the message content will be accepted and the audience has learned something. With these requirements known,we know what should be in- cluded in the Extension program if we want learning to take place rapidly. av" 35 The Communication Process In any teacher-learner situation or interaction be- tween people, communication takes place. This communication process and the teaching process are similar but it is well to understand the similarities as well as the teacher in his activities. As the agent-is building the pregram, he needs to understand the communicttion process so the programrwill be devel0ped within the realm of this process. The agent needs to understand his role as a communicator as well as the audience's role. Communication is like a force which has in impact. This impact can be measured by the change in the people who receive the communication. The change in the people receiving the comunication would be viewed as a change in the behavior. When evaluating a prognam,this change in behavior is the criterion to be used. (3-lll-l-2) When we are communicating with peOple, we are attempting to change their behavior in one way or another; just the same way as we are changed when someone communicates with us. The process of teaching, communication, and the diffusion process are'all a part of the same; they all can have the purpose of changing someone's behavior. This change may not always be directly visible, in that the change may occur in knowledge, attitude or action. The communication model becomes very similar to the teaching 36 model. This communication process is an interaction between people. It is well here to review the ingredients that are included in the process. This process includes the communicator, encoder, message, channels, decoder and receiver. When thinking of the communication process, we must be concerned with l.) the audience to be reached (receiver); 2.) the message to be sent; 3.) the channels (media or method) to be used and h.) treatment used to gain audience impact.(3-III- The communicator is a person or group of people with-;8) purpose and a reason for engaging in communication. This communicator becomes the source; he has ideas, needs, inten- tions, information and a purpose. Pro 5: The comunicator takes his purposes, needs, intentions and then translates them into a code, a language. This is called encoding. The code then becomes the communcator's message. This message's purpose is to bring about a change in behavior. These changes may include new knowledge, change in attitudes, skills, thinking or new practices. "The message can be logically organized or rambling. It can appeal to prestige. . ., to the responsibility of the re- ceiver; to the comfort and well being of the receiver." This message can tap the receiver's needs or refer to the authority for the message. "The message can be clear, readable and interesting or it can be vague, dull or boring." The communicator can use technical words or they can be words which the receiver will 37 understand. (22-52) The message travels in a channel. Several channels often are available to the communicator. The channel selected often is important to the effectiveness of the communication. Another word that is often used to mean the same is "method." At this stage in the process, the receiver receives the message. The receiver must decode, translate or interpret what the message said. A receiver can receive a message through all five sense: sight, hearing, taste, smell and touch. After the receiver has decoded the message, and wishes to communicate with the communicator, the process becomes the same except the receiver becomes the communicator, and the communicator the receiver. COMMUNIQATORi--~¥ENCODER -~: ~~* MESSAGE «-~ -efl§HANNEL RECE’iVER {— - --- - --- --~ --«-— -- ... occo’iitfi w (6-30-2)(22-52-3) With a breakdown at any place along this communication line, the communication process staps and no ideas can be transmitted. When the Extension staff is building their pro- gram, they need to recognize this problem and attempt to cir- cumvent the possible breakdown. ' We need to further discuss each phase of this process. (3) The audience or receiver is usually the most important strategic consideration in any communication process. The audience is the target group or individual at which the source aims his message. The only real evaluation of communication 38 is in terms of the audience, whether there were any behavior changes made such as change in attitude, skills, under- standing, etc. Therefore, the communicator must be able to "zero" in on his audience and get his point across to his audience. The more specific the audience, the greater the chance for success. The more one can know about the audience characteristics the better. The communicator must find out where the audience is and begin from there in communicating to them. Before the message can be developed, it becomes even more relevant to pin-point the audience. The message should relate in some way to the audience's thinking, feeling or acting. The message is what the communicator wishes to communicate to the audience (receiver.) The message must be stated in terms of the changes in behavior that the communicator wants the audience to make. The message is what the communicator intends to have the audience do. The message is not the goal or objective. The message serves as the means of obtaining that goal for the communi- cator. If the communicator is an Extension agent, and the audience is a group of farmers: the agent's goals might be to have the farmers adOpt soil testing. The message might then include the importance of soil testing, and why they should have their fields testsd. The crux of the problem is what to include in the message. This is the barrier or reason why the audience hasn't all ready reached their goal. This barrier or reason 3‘! 39 needs to be identified so the message may be aimed at that obstacle. In our soil testing example, the communicator needs to identify why soil testing isn't being accepted and aim the message at the barrier in an attempt to break that barrier down. This message must be sent through some channel. This channel becomes the means by which the communicator sends his message in an attempt to reach his goals. These channels are numerous today. They include face to face approach, meetings, direct mail, newspapers, television, radiq.etc. The selection of a channel becomes very important for the communicator. The real question is how the target audience perceives or accepts some particular channel. To further explain what we mean, does the farmer who is getting ready to adopt soil testing accept the message he hears on the radio. If he does, this is a good channel to use if the agent wants the farmers to adopt soil testing. If the farmers do not accept radio as a means of gathering information about adoption, radio becomes a poor channel. It becomes difficult to determine what is an acceptable channel and what is not. The communicator must keep an even watchful eye out and change as the situation warrants the change. Conclusion: This process is an interaction between people. This process involves the source (Extension worker), the message (subject matter), channel (method to be used), and receiver (audience). Each part of the process must be clear or breakdown will occur #0 and no communication will take place. Therefore, the Extension worker needs to know how the audience perceives the message, the channel, and himself as the source. The Extension worker needs to analyze each one of these com- ponents as he selects the one to use in develOping the Plan of Wbrk. If the right combination is selected, effective communication takes place. If a poor selection is made, ineffective communication occurs. Thus, ideas do not transmit and desirable change does not occur. We have taken a short look at the communication process and through this discussion hopefully, realization of why this process is important in program development has occurred. Without understanding this process, it becomes difficult to develop an Extension program whose function is to communicate ideas to an audience. Following this understanding of the communication process, we need to consider the diffusion process. This process is the communication of ideas over time.) In this process the-audience passes through five separate stages on themay to adoption of an idea. hi The Diffusion Process "To aid in diffusing among the peOple” states the Smith- Lever Act, the legal act sanctioning the COOperative Extension Service. To better understand this purpose of Extension, we will consider the diffusion process and how it relates to pro- gram development. The diffusion process is a concept in which a new idea is communicated through certain channels, among the members of a social system over time. (Bl-Chapter l -lh) Time is what makes the diffusion process different than the communication process. It is the spread of information about an innovation from the source of its creation or invention to the adapters. Time is involved in the decision process I.) through which an individual passes from first knowledge to adoption or rejection of that innovation; 2.) in the rate of adoption from the innovation in a social system; .and 3.) the earliness - lateness with which an individual adopts an idea, relative to other members of the social system. (Bl-Chapter I-23) Number I and 3 are to be dis- cussed in the chapter entitled The Adoption Process. Then how does a new idea or innovation get diffused through a social system. A social system could include a service or- ganization, a group of farmers, an educational system, etc. To begin with, we need to look at each element in the process. Elements: Innovation is an idea, practice, or object that is per- ceived as new by an individual. In this case, it would be #2 the receiver of the information, such as a farmer. Each of these innovations has different characteristics. These characteristics affect the rate of adoption and thus the rate of diffusion among the people. Rogers has considered these five characteristics: (Bl-Chapter I-l7) l. RELATIVE ADVANTAGE is the degree to which an inno- vation is better than ideas it supercedes. The degree of re- lative advantage may be expressed in economic terms, but often prestige and convenience are important components of an innovation's relative advantage. Again, it matters little whether or not the innovation really has a great deal of objective advantage, as judged by experts in the field. What does matter is whether or net the individual perceives a relative advantage of the innovation. 2. COMPATIBILITY is a degree which an Innovation is con- sistent with existing values and past experiences of the adapters. An idea that is not compatible with the prevalent values and norms of a social system will not be adOpted as rapidly as an innovation that is compatible. 3. DIVISIBILITY is the degree to which an innovation may be tried on a limited basis. New ideas which can be tried on the installment plan will generally be adopted more quickly than those innovations which are not divisible. h. COMPLEXITY is the degree to which an innovation is relatively difficult to understand and use. Some innovations are clearly understood by members of a social system; others are not, and will be adOpted more slowly. 04‘ ‘ I I i I .1' b .2 L, 1 Q r . 'J a ‘-‘ '1 I 7 i‘J -.- . I :‘i- y. .L.’ '\ “.Oq \. I d- H . . r . .. W ‘ i ‘Q. 'i \. . ' >1. fl I d‘ . ‘..i . #3 5. COMMUNICABILITY is the degree to which the results of adoption or rejection of an innovation are visible to others. Flegil and Kevlin in some of their work have looked at characteristics of innovations on dairy farms. These include: I. High initial cost, ori inal cost, and slow rate of cost recovery small increased return) of innovations do not deter rapid adoption. 2. High Operating (maintenance costs) may deter the adoption. 3. Saving of discomfort to the operator is a possible factor in adoption. Probably not a very strong characteristic in speeding up adoption. h. Complexity is a mild deterrent to rapffl adoption. 5. Compatibility of a new practice is not very important to adOption. 6. Perception of a practice to be directly re- lated to dairying, rapid adoption occurs. 7. Mechanical attraction does not contribute to adoption. 8. Divisibility for trial may be important. (20) The second element is communication through-certain channels. Communication is the process by which an indivi- dual transmits messages to modify the behavior of other peOple. (See Chapter IV - The Cdmmunication.Process). These messages are transmitted through certain channels. These channels will depend on the situation, who the adOpters are, and their characteristics, what the innovations are and their charac- teristics and the experiences and abilities of the source. (Bl-Chapter l - 2i) Members of the social system is the final element. This social system could be a group of individuals, who are func- -1 I \ I i . .I r e 1 J , , , ‘ "y . . to ~.. : ll l I ‘ ‘3 I D‘ I t . . i I , ~r . . ' l I I - I - . l I . ‘ a ‘ I I I ‘ ‘ A I 't , - u o | V l . . c s ‘ l i‘ ‘ H . i l .l n 1 ‘ . ' i ‘ a ‘ f . t V s. u . a '2'! L , , , .‘ ‘l . t I . . . iii .I ‘ 7 - 1 _i , . . l . l .. . . ‘ l . i V ' ‘ . n. a .‘ . y i . I I ' ' xi _ . I . v... I i l ‘ n . a 4 ~ . I ._ ’ ' u I O ' l . v . . . ‘ . I‘ ' ‘ i . u D . , ' . . ’ UK , | f I i. ,_ I o . ‘ . l I r I : l “I U t v 1. ..‘ ’11 D . y ..,’. o . 1 -‘ .-‘ -u I 1 , i .‘ ea '1 i r u .. {a hh tionally differentiated and engaged in collective problem solving with respect to a common goal. (BI-Chapter l-27) The members may be individuals, informal groups, or complex organizations. Each social system has different norms and values. These affect the role of diffusion in.a social system. If the ‘norms of a con'munity are traditional, adoption will be dis- couraged. But if they are modern, adoption will be encouraged. Traditional norms might include: I. A less developed or complex technology. Subsistence agriculture is the most common occupation. 2. Literacy and education are a relatively low level. Communication via word of mouth is more prevalent than by mass media. 3. Little communication by members of the social system with outsiders. Most indi- diduals are localltes rather than cosmo- polites. #. Lack of economic retionality. Primary group relationships such as friendliness and hos- pitality are highly valued as ends in them- selves rather than as means to ends. 5. Lack of ability to empathize or see oneself in others‘ roles, particulary the roles of outsiders to the system. The traditional person does not meet new individuals, re- cognize new roles, or learn new social re- lationships involvin himself as well as the modern individua does. Individuals in a traditional system usually play onl one role, never learn other roles, and se dom learn how to learn them. (8l-Chapter ll-25) Modern norms might include: i. A developed technology with a complex divi- sion of labor. The individuals in the modern social system are more urban in occupation than those in the traditional system. Although a traditional system may be indus- trialized, the type of industry would likely be cottage industries rather than large factories. “ "I 3’ . a.) t. . .’. ff, #5 2. A high value on science and education. 3. Cosmopoliteness of social relationships. New ideas enter the social system freely from external sources, and members of the system interact often with outsiders. A. Planning is careful and decisions are econ- omically ratk>nal. The most effective means are used to reach desired ends. 5. Ability to empathize and see oneself in the other fellow's shoes. (Bl-Chapter Il-26) These characteristics and norms affect these diffusion processes. In many instances, these norms will be of degrees rather than of the extremes as stated. But they do serve a purpose, that of indicating that the norms of a community do play a role in the adoption process. Conclusion: This diffusion process becomes an important concept to understand as an Extension program is being developed. This process is the spread of an idea through certain channels, among the members of the social system over time. The characteristics of the innovations, audience-adopters and the norms of the social system all affect the role of adaption and the use of channels by the Extension agent. To fully implement a successful program, these conditions must be considered. Both the diffusion and adoption processes involve the decision-making process. This decision-making process is the mental process a person proceeds through in deciding between alternatives. \o' C I... s .. x . n I. . ts Mr I D b I. . n It . i; y . s . . t I ,- u - _ .. If. i t . i 4 i I: o c .1 .II t \’ . I a n ‘ .. a . . l . . cl Ca! 7 p .. .I A. u ‘0‘ a . O T . , . .\ . i. .n v . if) i i. . O .J a r. r v I: ~ fl. 'fi w r) .b. . 1| \ 1.; '1. . . J II . ,. _ s I . i , I i u I: C . l. o .0 . t) 4L. .\ 1‘ ‘ (x 1 \4 PA #6 The AdOption Process As Extension.personnel work with local peOple, one of their objectives Is to diffuse information with the hOpes that the people will adopt those ideas that are beneficial to them. It is well to discuss how these people proceed through this adoption process. At each level or stage, different charac- teristics exist. The speed at which a person proceeds through the state of adOption will depend on the new idea, the charac- teristics of the people and the norms of the community. The stages that will be presented are: I.) awareness; 2.) interest; 3.) evaluation; h.) trial; and 5.) adaption. 8I-ChapterlII-h) This process is a mental process that a person goes through. From the appearance of a new idea, it takes a certain amount of time to proceed through this thinking process to adoption or rejection. Some people never fully make it through to this stage. (Bl-Chapter III - 2-3) Implications to Extension are many. An Extension agent needs to know who is proceeding through this process. It seems to be important to identify where people are in the process so an Extension agent can establish the entry behavior level. If the people are in the trial stage, different methods should be used; if they are in the awareness stage, an altogether different method might be more effective. Stages of Adoption: In the awareness stage, a person becomes exposed to the idea or innovation but lacks complete information about it. i. . I. .9! o .i I. . ‘i \ I. . 'n‘ .' . i \1 II... . . r . J at: < . i . f. . I c . / . I t I. n. .. . \ . I . l n s.‘ a) l . 9v . v‘ N... «If \i h .‘ \l .u ‘1 t I. .0: e a- ’I \J . t .I‘ T: p l. I ,4 ,.~ g . el u. a .V (L ; a u i r.‘ . . .\:o l .. . A . . \, s. .. I 1. ml -iQI. fl. . I .l t I I o . X. .. .'\ t a. “1— o ./ Ix 0. l ’ .. 11 L . \/ ..- . e .. \- \i . . .r‘ . v k c s . .All 1 I C .4. . I ‘ . I .I. A I: A .1 . \v u I . II on V i Q. . I i . III. A u .q.’ - i . A . . I. s o r: . a .I . . . . . .s p a i. . i: .-I .’ Fr .5 L» e . \ . ., . a.“ . _ r... I (I a ' I‘... C. .o ‘1. . lit «a... to . . " O. ‘i A O s . .4. \i V II . . ‘ . _ Ii I .- A . ‘14 'ii .1 t v I o a. I I . a . I a o t \ . e r . ‘- "II 6 1 h k l , i . i I o #7 This stage initiates the sequence of later stages in the pro- cess. The individual learns of the existence of the idea or practice but lacks complete information about it. In the interest stage, the person becomes interested in the new idea and he will start to search for more information. Although a person looks favorably' on a new idea, he may not have fully evaluated it in his own terms. This stages' main function is to increase the amount of information that the person involved knows. Some pe0ple have looked at this stage as information, knowledge, and interest. The next stage is the evaluation stage, the stage in which the individual makes mental application of the.naw idea. This new idea is evaluated against his present and anti- cipated future situation. An individual's situaton includes his experiences, community norms, attitudes, and values. Basing his decision on these characteristics and othars like it, he decides whether or not to try the new idea. Following this decision, an individual enters into the trial stage. In this stage the'indivkhad actually applies this idea or practice on a small scale if possible. This is done to determine whether the new idea really fits his needs and situation. Finally, a person comes to the adoption stage where the indivdual uses the new practice on a full scale basis contin- uausly. -This preceeding concept ;is the most widely used. Rogers has presented these stages in a slightly different form, that nf: I-) hnnwlndnes 7-‘ nercnacinne 2-‘ danicinne and h \ rnn- h8 firmation. (8l-Chpater III-6&2) I am presenting these functions as I feel they have some relevance for program development. Rogers points out that the five stages do not fully answer all the questions concerning this process. For example, why do people sometimes reject instead of adapt, how can intemst-in- formation seeking activities after adoption be explained, or why do some people discontinue an idea after adaption. These ques- tions cannot be answered in full, by the first explanation, Rogers says. In the knowledge function, an individual becomes exposed to new ideas but lacks complete information. This person has gained some knowledge, but has not been motivated to seek additional information. The person must have interest in the idea and the idea must satisfy a need or be consistent with his self-perceived role before he continues into the next function, that of persuasion. The persuasion function includes attitude formation or change in which the indivudal develops a favorable or un- favorable opinion toward the new idea. The primary purpose of this function is to increase the indivdual's information level to the extent that he can form an opinion. The person's personality, values and norms of his social system may affect where he seeks information, what information he seeks, and how he interprets the information. If the attitude becomes favorable, he may adopt at a later point in time. But if the attitude is unfavorable, he will reject the new idea. The third function is dem .m _ com co>.u m c_;u_3 .m:e_>_ec_ cm >9 :o.um>occ_ em mo co.uaoo< use mo .mp0: mum ocsm_m ' >u_»_nmu.c:eEoQ .m _ _ a...n.m.>.o .a . >u_xo_geou .m as...n.smasou .N . ommucm> o>.um o .— . , uo_nm.cm> o ammo: r» l,momwmoomeoz _ . ooze_ueoomr/// muco.>oo mo menace—0h .~ mELoonum>m _m.oom .— mmimeHmm mo_nm.cm> Eoum>m _m_u0m ll. { acmEoucmzwmum_o x /\ . >_ .__ . _ ouemae.ueoum.o eo_umec.meoo eo_m.uoo co_m emcee mauufizomm ll..\.\ . 7 _ A, ueosoum aux m_oceo:u . co_u cod Leona .chmLoaLouc. . m.euz”mmmz . . . monum_L0uommeu _m.00m .N moucaom co_umu.e;EeoQ mo_um.couuocmmm >u__mc0mcom .— mo_om_cm> cu>_ooo¢ Lflli.co.umoo< oo::.ucoo Allll.eo.umoo< .muozuaoumzoo. . .mmuuoma. .mhzuauumhz<. mmwooam zo.m_owo zo_h<>czz_ 5i These categories include i.) innovators; 2.) early adopters; 3.) early majority; A.) late majority and 5.) late adopters or laggards. (80-l69-l7l) i l I Early - Late Majority Majority V Y. 0 Early '° AdOpter .EInnovator , Laggards sap/Br I 3‘: 2.5% 13.5% 31% 34% 16% TIME OF ADOPTION The innovators become the first to adopt. The second to adOpt are the early adopters. The majority of adopters are the early and late adopters. The late to adopt are called the laggards. It is well to review the characteristics of each type of adopter and when establishing an educational program one should determine who the audience is, what category of adopters they are and what their characteristics are. Then ask what does it mean to my program. It is well to briefly review the characteristics and communication behavior of these adopter categories. (See page 53) Besides knowing information about each adopter category, it is wise to understand what information source is used in each step in the adOption proces. This can become useful in the programming process. (See page 5h). iv, . 52 Conclusion: The adOption process becomes important to Extension pro- gramming. The concepts that have been developed help to show types of information that the audience wants and when they want it. This adoption process is a mental process that a person follows through in making a decision about the adoption of a new idea. By identifying at what stage the audience is in, the Extension worker can more closely establish the audience's entry behavior. These stages include awareness, interest, evaluation, trial and adoption. Each of these has its own purposes and each one creates a different need. Besides these stages, four functions of knowledge, persuasion, decision, and confirmation are used. Each of these has its purposes. People in a community can be divided into five categories based on their rate of adoption of innovations. People in each one of these categories have different characteriscts. Be- cause of these different characteristics, different types and sources of information are wanted. The stage of adoption and the rate of adoqgion providetwo criteria that can be used to assist in the development of an Extension program. Without the consideration of these criteria, the "correct" program may not be formed and the Extension pro- gram will become ineffective in bringing about a change. The adoption process comes about because of the diffusion process. The diffusion process occurs when an idea is commun- icated throughout a social system. inlII' It! UIHII \d 3:3. mcmuo__:n commcouxu “mafiwmmme Eco» met—o— .2... mzoem Same o.omc mconzmmoc «museum omemzu zucmumo. “mean unconcmmoc pew mconcm.oe ecu moco_cm .muo_ cu_3 im>oce_ Locuo co_umEc0me. mono..u >_:_mz pea mocomcm amoe.~mmme EcmmuuMHeou umoznh: “manhueo.ym.lmo newcaom.lnh _l I I I l I I Social I I I i “EH—aw. 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