Abstract

This paper discusses the “Managing Mangoes for Profit” training course developed in response to an information needs analysis undertaken with the Australian mango industry. It was identified that even the best producers had a limited basic knowledge of the principles and underlying science that influence orchard management and fruit quality.

A series of workshops was developed using a “program learning” extension model. The workshops were specifically designed to build participant’s capacity to continually improve their management practices through a better understanding of the underlying basic science, rather than just provide information on “what to do”.

Adult learning principles were used to develop workshop programs and provide a learning experience through discussion as well as supplying information. Trainers were skilled in adult learning techniques as well as having technical expertise. A diversity of views amongst trainers also increased audience participation during each workshop.

An information resource (manuals, presentations, field guides etc.) was developed to ensure ongoing delivery of the workshop series and has been successfully adopted for use in other areas.

Media summary

Keywords

The driver to improve information transfer

The mango industry was concerned about the lack of adoption of new ideas and the poor availability of information from research and development work. This concern is shared by many other rural industries, government organisations and funding bodies. Yet extension, both public and private has been active in most of these areas.

A project was developed to investigate the “information needs” of the mango industry, in an effort to improve information flow and adoption, with funding provided by the Mango Sub-committee of the Queensland Fruit and Vegetable Growers (QFVG), Horticulture Australia Ltd (HAL) and the Department of Primary Industries, Queensland (DPI).

The objective of the project was to identify the key issues relating to the information and knowledge systems used by mango producers and formulate an “Information strategy” with improved systems and methodologies for information flow and adoption of improved management practises.

Painting a picture of information systems

We wanted to build a picture of the information systems within the mango industry. The issues to clarify included:

• How and why people sought information
• What forms of information they valued and used
• What issues or topics were important for their businesses success?
• The factors that made information access easy or difficult and
• What improvements could be made in the future?

The approach selected needed to be able to generate answers to these questions while at the same time maintaining strong industry ownership of the results. We selected a process based on the principles of Rapid Rural Appraisal (RRA). RRA is a research approach with a multi-disciplinary team using a range of methods to interact with a community or industry to acquire new information on rural life (Mortiss, 1993, van den Ban & Hawkins, 1996).

Two methods were used to generate the data needed to build the picture: focus groups and semi-structured interviews (in person and by telephone). The focus groups helped us understand people’s opinions and feelings about their current information systems while the interviews allowed us to establish what people did (Gamble, 1989). Using a combination of two methods we were able to build a rich picture of information needs and the current status of information transfer within the mango industry.

A key issue that was reinforced was that “information is only meaningful when someone is looking for it”. Participants of the focus groups and interviews fell into two broad categories, which the information strategy had to accommodate:

• those who actively seek information and
• those who only seek information when they have a particular problem or issue.

Participants relied heavily on the interaction with other growers to gather information and learn. Meetings, workshops and field days were highlighted as ways in which growers were currently interacting and networking with other growers. Access to technical specialists was also identified as a key issue for information gathering.

Areas that participants found difficult to access or wanted more information about were identified (eg orchard management, recent research results, postharvest handling and supply chain management). It was found that even the very best growers had a limited understanding of the basic principles and underlying science that influences the mango production and postharvest handling system. This limited understanding and an inability to consistently apply these principles was contributing to inconsistent production levels and unpredictable returns.

Using the results of the RRA, an information strategy was designed with the following objectives:

1. Enhance the Industry’s technological adoption capacity, using grower discussion groups to develop innovations and improve the profitability of mango growing.

2. Develop and improve a range of existing and new information products and services.

3. Coordinate the transfer of information from existing and new mango research projects.

An important but not measurable outcome of the project has been an increased awareness of the information products and services that are currently available to mango growers.

Training course methodology

The RRA had identified a strong need to improve mango grower’s knowledge of the basic science underlying their management practices. The improvement of this knowledge would equip them with an ability to change and update their management practices in line with:

• Farm business needs of profitability and long-term viability
• Market demands for clean, quality assured, in-specification mangoes, and
• Community demands for increased stewardship of the natural resources used in producing mangoes

We know from past experience that providing information ‘recipes’ can lead to adoption in simple situations. But in complex situations, people not only require knowledge about what to do but also the capacity to manage change in their own environment.

The RRA had identified that growers found meetings, field days and seminars as a key source of information not only for their content but also for the opportunity to network with other growers and “technical experts” (Holmes et. al., 1999). However, evaluation of their effectiveness had shown that these events usually only resulted in a supply of information rather than provide a learning experience that lead to practice change.

The “Managing Mangoes for Profit” training course was designed based on the ‘Programmed Learning’ model described by Coutts (1997). This involves the delivery of specifically designed training programs or workshops to targeted groups of landholders or community members to increase understanding or skills in defined areas. Some key points of the model include:

• Must be based on adult learning principles
• Post workshop support / follow-up is important
• Local case studies and examples add to the learning experience

A series of workshops were developed to cover a wide range of management issues, with the aim of enhancing grower’s knowledge of the underlying basic science. The challenge was how do you make something that is complex, difficult to understand and the results hard to see into something simple and easy to understand. We needed to provide a learning experience that would not only enhance participant’s knowledge but also improve their ability to make changes to or modify their management practices when the need arose.

Using the phenological cycle of the mango tree, information was presented and discussed to give participants a basic grounding in the science behind their management decisions. This approach encouraged participants to think about their management practises as part of system each influencing each other, rather than a series of unrelated events.

Presenting “recipes” was avoided to enable participants to make up their own mind and then have confidence in their decision. The result was a better understanding of the issues affecting particular management operations.

An essential aspect of the workshop program was the customisation of the information for each participating grower – participants dealt with issues relating to their own farms. Specific topics were mixed and matched during workshops depending on participant’s needs and they used their own orchard records (leaf and soil analysis, fertiliser and spray diaries etc.) to consider the information. They also received notes from sessions and management aids such as colour illustrated, pocket size, laminated guides for mango pests and flowering.

There were three key philosophies used in the workshop design that customised the learning experience for each participants and improved their ability to apply their new found knowledge to their particular situation: adult learning principles, learning styles and diverse viewpoints. There is inherent overlap between each of these philosophies that is fundamental to the effectiveness of any training workshop.

Adult learning principles

The main principles we used in the design for the workshops were:

• Information needed to be relevant to participants and their situation. The RRA had given us list of issues that growers wanted more information about. These issues formed the topics for each workshop. We also used participant’s records to discuss the application of the information presented.
• Active learning and participation. - The group sessions were facilitated to encourage open discussion and interaction on possible changes to farm management practices that would improve fruit quality with positive impacts upon farm profitability.
• Multiple senses - Information was presented in a variety of formats. Visual presentations, written manual, practical sessions in the field and laboratory all encouraged the use of many different senses by the participants.
• Repetition - Information was presented a number of times in different formats relating to specific management practices and also specific phenological events.
• Enjoyment - Workshops were made enjoyable by making them “fun” and an interesting experience

How would you like that - Learning style preferences

How people learn was an important consideration in designing the workshops. Peter Honey and Alan Mumford described individual’s preferences for learning methods based around Kolb’s learning cycle in their book “Manual of Learning Styles”. Mumford (1993) points out that effective learning experiences need to balance these preferences in the delivery of information and training. For example, if people have a preference for an “Activist” learning style, they will learn best in a situation where they can apply the information practically.

The program for each workshop was designed to take participants through the learning cycle to allow for differences in learning preferences. Participants were provided with information, encouraged to discuss its relevance and how that information related to their business, and plan actions to take.

It is OK to disagree with the ‘specialist’! - Diverse viewpoints

The delivery approach aimed to facilitate open discussion amongst participants (delete last phase). The approach used 2 or 3 presenters to deliver the information in conjunction allowing differing interpretations of the information to be presented and debated. This approach, while sometimes uncomfortable for the presenters, encouraged participants to share their own views and experiences without fear of admonishment. It allowed the presenters to breakdown the barrier between “grower” and “technical expert” and to encourage an open and frank discussion about the information being presented. Presenters were able to more effectively use grower’s indigenous knowledge to enhance the learning experience.

What was the result?

A detailed evaluation of the workshops series has not been conducted yet but results from other project evaluations along with testimonials have shed some light on the impact of the training course.

Over 80% of participants of the workshops series have made significant management changes, particularly to their nutritional and pest management programs. More than 70% have recalibrated their orchard sprayers and made changes to their pest control programs. More importantly, while over 50% of the participants now calibrate their orchard spray equipment annually, they do so without help from “technical experts”.

Testimonials from course participants also highlight some of the impacts of the workshops:

• “Most importantly, the workshops gave us information, not just generic answers and we discussed how this information could be related to own farms.”
• “I picked the cleanest fruit that I have ever had. Spraying has become our best asset thanks to the calibration workshops.”
• “it was the best $400 we have ever spent since the group’s workshop format was just right and we learned how to exercise more control over our business.”

Participants also expressed an improved ability to assess the merits of alternatives to their management practises which inturn improved their decision-making ability relating to these alternatives.

Figure 1. Participants at the sprayer calibration workshop assessing the spray coverage of one the orchard sprayers using UV lights.

What was the result? Reflections on the workshops

Coutts (2003) describes capacity building as being about increasing the abilities and resources of individuals, organisations and communities to manage change. The role of extension in capacity building relates to the planned and proactive interventions to provide new information, experiences, skills and learning support to individuals or groups. By using a “programmed learning” model, we were able to provide a learning experience that generated and transferred information based on participants needs, and built their knowledge and capacity to manage change.

A critical factor in the success of the training course was that the participants wanted to improve their practices and systems. Campbell (1992) points out that for change to occur, people must “want” to improve, know “how” to improve, and have the “means” to improve. The participants had a strong “want” to attend the workshops to improve their knowledge, the workshops provided them with a learning experience and information on “how” to improve, and built their knowledge and capacity (“means” to) to manage change.

Where to from here?

A major challenge for both participants and the project team is how can we continue to enhance participants learning. Interestingly, participants have expressed a desire to continue the workshop series, but have no definite opinions about the content or issues that should be discussed. This desire highlights their need for the social interaction side for gaining information and improving knowledge.

Relationships between many participants have developed and blossomed to the point of sharing important, sensitive information about the management of their businesses. This was an unexpected, but a satisfying outcome of the workshops.

Interest in the workshop series from new participants and grower groups has grown significantly and there is also interest in the use of the Internet to deliver parts of the information to producer or marketing groups in remote locations. The challenge is to decide how much effort, and ultimately funding should be allocated to this area not only for participants but also for our organisation.

Key learnings

The RRA and follow up training course showed that the application of sound extension methodology can successfully increase the abilities and resources of individuals to manage change. The key learnings are:

• By building people’s capacity to turn information into knowledge they don’t continually rely on being fed solutions; they develop their own
• A diversity of view points enriches a learning experience, particularly from the providers of the information
• Workshops need to be designed to facilitate informed decision making and accommodate the range of learning styles

Acknowledgements

I would like to acknowledge the following people and organisations for their support:

• Growers and other industry people who participated in the workshops for sharing their knowledge and experience with an open mind
• The presenters from DPI Queensland, other government organisations and the private sector for their knowledge, skills and patience
• QFVG, FarmBis (QRAA) and DPI Queensland for providing funding support

References

Campbell, T.P. (1993). Information is only part of story. Proceedings of the Australian Avocado Growers Federation Conference, Gold Coast Queensland.

Coutts, J (2003). Human capacity building through extension and education. In RipRap - River and Riparian Lands Management Newsletter, Edition 24 2003 (Land & Water Australia, Canberra).

Coutts, J. (1997). Changes in extension - an Australian perspective. The coming of age of extension. 2^nd Australasia Pacific Extension Conference, Albury New South Wales, 22-32.

Gamble, D. (1989). Two Techniques for Gathering Data and Building Rich Pictures in Rural and Community Development Action Research Projects. University of Western Sydney, Hawkesbury.

Holmes, R.J., MacLeod, W.N.B., Ferguson, J., Kernot, I. and Fullelove, G. (1999). Improved technology transfer within the mango industry through comparative analysis and improved information access. Horticulture Australia Ltd, Gordon. FR37008

Mortiss, P. (1993). Extension for Rural Change. 2^nd edition. Department of Primary Industries, Queensland.

Mumford, A. (1993). Putting learning styles to work: An integrated approach. Journal of European Industrial Training, 17(10): p3-9

Patel, R. (1997). From apathy to empowerment. Proceedings of the 3^rd Australian and New Zealand Systems Conference, Gatton (University of Queensland, Gatton Campus).

van den Ban, A.W. and Hawkins, H.S. (1996). Agricultural Extension. 2^nd edition. Blackwell Science Ltd, Oxford.