for farmer-leaders · organizing and managing the farm business school facilitation guide for...

For Farmer-Leaders

Capacity Building of Small Farmers in Entrepreneurship Development and Market Access (TCP/PHI/3402)

A companion guidebook of the Farm Business School Training Manual

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Introduction to the Farm Business School (FBS)

Facilitation Guide for Farmer-Leaders 1

The Farm Business School (FBS) enables farmers to learn and improve their knowledge,

change their attitudes and enhance their skills toward improved farm commercialization.

This learning takes place at village level and farmers' capacity in entrepreneurial and

management skills is built via a "learning by doing" approach. Extension officers and lead

farmers are trained as facilitators and then organize seasonal training courses, where farmers

work in small groups at their own pace using materials that have been specially designed for

the schools.

a program of learning

designed to help small holder

farmers in producing for the

market making their farms work

profitably.

a venue that brings farmers

together to carry out collective

and collaborative action to

address business and marketing

problems and opportunities.

a group of like-minded farmers

who want to develop their skills

and know more about

producing for the market.

a forum for sharing knowledge

between farmers through

discussion, practical exercises

and self-study.

intended to teach farmers

how to produce certain

crops or manage livestock. It

is assumed that they will

already have this knowledge

or can acquire it through

other sources.

a set of lectures. Exchanges

of information and

knowledge are facilitated

through the

meetings/sessions, with

observations, dialogues, and

discussions.

1

Introduction to the Farm Business School (FBS)


Focus on content not the training facility

The Farm Business School ‘classroom’ can be a classroom in a

school, a formal training venue, a meeting room in a

cooperative, or even outside under a tree. Equipment is kept to

a minimum. A white board or chalk board, markers, chalk,

pencils and exercise books make up the majority of the

teaching and learning ‘equipment’.

Experiential learning

Participants in the Farm Business School learn by doing. This

includes exercises in the 'classroom', field trips, visits,

presentations and demonstrations.

Farmer to farmer learning

There are no experts who know everything or have all the right

answers. Most of the participants have something to share and

something to learn. They draw from their personal experiences. They

help one another understand how things work in the real world.

Matching the farm season

The program is organized to match the activities of the farm

season. Planning is done before the land is ploughed or new

livestock is purchased. Marketing is addressed as a part of the

planning what to produce, but it is also looked at again before the

harvest is due.

Facilitation not teaching Learning by doing Demand responsive

and interactive

Farmers who participate in the

FBS learn by working together.

Each participant, including the

facilitator, is responsible for his

or her own learning. The role of

the facilitator is to make sure all

the materials and activities

are in place and to guide the

learning process.

Learning in the FBS is a process

of discovery through

discussion, practice and

reflection. Practical exercises

are conducted during the

School period around a single

enterprise and reinforced by

application to the individual

farm enterprises managed by

the participants on their own

farms.

While some of the subjects

to be covered are set by the

FBS program, the FBS will adapt

to the new needs that arise and

ideas that are generated from

the participants. They can help

choose subjects and exercises

for inclusion, as well as areas of

concentration for the training

program.

Roll-out of FBS Meetings


The FBS Farmer's Training Program is comprised of meetings structured around the crop or

livestock cycle along with optional meetings that can be held by the FBS as and when

required. The meeting/sessions are the heart of the FBS and the “learning by doing”

approach. The classroom is in the field, this allows surrounding farms and markets to be the

learning material, the participant to be able to learn from real live examples and it puts the

extension workers in the participant's domain. Training is related to the seasonal cycle of the

crop or livestock enterprise or enterprises selected. The topics of each meeting are related to

the stage of the enterprise at a particular time throughout a seasonal cycle. The school

builds on sharing of experiences among participants and a minimum of lecturing.

The training materials are designed around the concept of the farm business cycle. This is

described using the following diagram.

2

Diagnosis and

finding

opportunities

Evaluating Implementing

Planning

Marketing Monitoring Producing Organizing

Roll-out of FBS Meetings


The FBS training program covers all four of these aspects of farm business management. The

program is divided into three parts: 1) Diagnosing and Planning, 2) Implementing; and 3)

Evaluating and Re-planning.

Part 1 – Diagnosis

and planning

(conducted prior to

the beginning of

the production

season)

In this part of the program, participants set up the FBS and how to

run it. Farmers agree on what parts of the program to cover and

when they will hold meetings. They also set goals for their farms and

then develop business plans to achieve those goals. Then they work

through a series of

exercises to learn how

to examine their farms

and to plan for the

coming season. They

will develop an initial

farm business plan

which will be

implemented in the

next season.

Part 2 -

Implementing

(conducted during

the production

season)

In this part of the program, the participants implement their farm

business plans. They will choose from a menu of modules that cover

various aspects of managing a farm

business. The choice of modules is

left to the participants to decide.

They are designed to be used

whenever is the right time in the

season.

Part 3 – Evaluating

and re-planning

(conducted after

the production

season)

When the season is over the participants start the third and last part

of the program. The participants

review their Farm Business Plans

and evaluate how well the plans

worked. What worked? What did

not work so well? They re-assess

their farm businesses and make a

new Farm Business Plan for the

next season.

Flexibility is the main ingredient of the FBS. The FBS program can adapt according to local

situations, farmers' necessities and their diversity. It should be pointed out that the models

below are not distinct and there are likely to be situations when farmers can associate with

more than one model type.

Model 1: Support to existing or new farm enterprises

Farmers who join the FBS may already be growing crops and livestock However, they

may have little (if any) commercial experience and the focus of the FBS here will

require skills to be developed for commercial farming. In other instances the focus of

the FBS may be to encourage farmers to look for new commercial opportunities by

adding new crops and livestock to their farming systems.

Model 2: Formation of farm enterprise groups

Farmers maybe organized into groups around some crop or livestock activity. The aim

of the FBS will be to follow the local pattern of group organization and enhance

commercial farming skills.

Model 3: Establishment of a common FBS enterprise

The focus and attention of the school can be placed on a single, common enterprise

that all participants have an interest in. If the participants do decide to create “FBS

enterprise(s)”, ensure that clear rules are agreed upon and written down by all

participants. All participants will need to share the costs of inputs, labor, etc., in an

equitable manner that is agreed by all the participants.

Model 4: Post-technical production training

Some farmers may be interested in the FBS as an activity that builds out from previous

technical training that they may have received. The FBS could be viewed as a graduate

program for these farmers.

3

Organizing and Managing the Farm Business School


There are four contexts in which a Farm Business School is likely to be set up. It is important

that the most relevant context for each FBS is considered first so that planning responds to

farmer group needs.

Participants have not previously been set up

as a group and have no knowledge of which

enterprise (s) to work on.

grouped

enterprise knowledge

Participants have not been set up as a group

but members know which enterprise to

focus attention on.

grouped


Participants have already been set up as a

group but have no knowledge of which

enterprise (s) to work on.

grouped


Participants have previously been set up as a

group and have already chosen an

enterprise.

grouped


In all four cases there are two additional scenarios:

1. the participants have basic management skills; or

2. the participants have no previous management exposure.



There can be six broad categories of farmers:

1. Farmers with large farms that are fully commercialized

2. Farmers with medium-sized farms that are commercialized

3. Farmers with small-sized farms that have been commercialized for some time

4. Farmers with small-sized farms that have been more recently commercialized

5. Farmers with small-sized farms that are producing in part for the market and

partially for home consumption

6. Farmers who farm primarily for home consumption (subsistence)

Participating farmers could come from established farmer groups (associations,

cooperatives, producer groups) or they could simply come from the same area. It is

preferable that farmers come from the same locality (to minimize travelling time) or speak a

common language. Although it is not a strict prerequisite, it would be preferred if the

farmers selected were functionally literate and had understanding of basic numeracy.

The following qualities are looked for when recruiting and selecting participants:

Genuinely interested in what FBS has to offer

Willing to commit to the FBS program and timetable

Recognize the need to produce for profit and for the market

Currently practicing market and profit-orientated farm character, or have the

potential to do so

Interest in being a facilitator of farmer-to-farmer learning

Experience in farming for profit, and for the market

Good communication and interpersonal skills



The FBS group goes through various stages in the course of the FBS program. The facilitator

can intervene in each phase of the FBS process to help the group move through the various

stages. The facilitator also supports the group in identifying the steps and maintaining

motivation.

The FBS Life Cycle

1 Formation

2 Establishment

3 Unity

4 Performance

5 Graduation



Groups usually take from two to six months

to form and become stable and active. The

facilitator finds the balanced pace for

establishing the group.

When first establishing a group farmers ask a

lot of questions about the purpose and task

of the FBS, look for guidance and leadership

and uncertain about how to behave and are

impatience for action. Farmers have a desire for acceptance by the group and a need to

know that the group is “safe”. They set about learning about the similarities and differences

among them and forming preferences. Rules of behavior help to keep things simple and to

avoid controversy. Serious topics and feelings are usually avoided at this stage. To grow

from this stage to the next, each member must give up the comfort of non-threatening

topics and risk the possibility of conflict.

3 Basic principles of group establishment

1. Keep the group small: For an FBS, you need

between 5 and 15 participants. Working

with 5-15 participants will give each person

a chance to speak and to contribute his or

her ideas, etc. But it will also create enough

diversity to support learning.

2. Ensure 'similarities': Participants in the

group need to have more or less similar

conditions, such as economic, social, etc.

Having more similarities than diversity,

reduces conflict, increases trust etc.

3. Encourage a participation and democracy:

Participants can decide who can join the

group, what rules the group should have,

what activities will be undertaken and that

all decisions be taken by everybody

agreeing to them. The group must also be

committed to carrying out the agreed

decisions.

Successful groups have:

Members with common

interests

Clear objectives

Active and hard-working

members willing to talk discuss

and debate

Regular meetings

Members who have equal

rights to talk and make their

point

Member who can make

decisions

Written rules and norms

agreed and enforced by all



This stage is characterized by competition

and conflict in personal relations. Participants

have to try and understand other participants

and this will require them to “bend” their

feelings, ideas, attitudes, and beliefs to suit

the group. Because of "fear of exposure" or

"fear of failure," there will be an increased

focus on how the group works and the rules

set.

At this stage some participants may withdraw from the FBS, but this must not stop the “work

in progress” of the group or the FBS itself. There may be changes in participants' behavior

based on emerging issues of competition and hostilities. Because of the discomfort

generated during this stage, some participants may remain completely silent, while others

attempt to dominate.

In order to progress to the next stage, participants must move from a "testing and proving"

mentality to a problem-solving mentality. It is possible that a group may get to this point

and then stop working. This can happen at any stage of the group life cycle. In most cases,

the facilitator listens and helps resolve issues so the group can move to the next stage.

At this stage the team is starting to become

fully independent and more effective; it is

performing. A major challenge at this stage is

to ensure good communication and flow of

information between participants. This could

be expressed by sharing feelings and ideas,

providing feedback to one another, and

exploring joint actions. Participants usually

feel good about being part of a group that is

working.



At this stage, participants will have good

personal relationships. They will be relying on

each other. Participants will work

independently as a group. In this stage

participants will be good at problem solving,

analyzing and taking action and will be

productive. Each participant will be self-

responsible and will be confident. There is

strong unity, group identity is complete,

group morale is high, and group loyalty is

intense.

This final stage is when the FBS comes to the

graduation of participants from the school. A

planned event usually includes recognition

for participation and achievement.

Graduation gives participants an opportunity

to continue collaborating after the FBS is

over. It is important that the participants

evaluate their experience and how new skills

and abilities puts them in a better position to

manage farming as a business. The FBS

Training of Farmers Manual has exercises to

cover these points.

Conduct a focused group discussion with selected farmers to determine where they

currently stand with respect to their knowledge, skills and attitudes. Encourage participants

to speak freely. Identify current knowledge gaps and shape the FBS program to cater to

farmers' needs.

Questions that may be asked:

Why form a group?

What would you like the group to do?

What activities would you like to do in the group?

What are your current farming problems?

What problems do you have with selling?

How do you think you can solve them?

How do you think meeting together to discuss can help all of you?

What issues would you like to discuss?

4

Planning Your FBS Curriculum


SECTION 1

Note the name of the barangay, potential FBS participants and record the most common

enterprises produced as well as approximate time for each of the parts of the training.

COMMUNITY

NAME OF FBS LOCATION

NO. NAME OF FARMER

AGE SEX EDUCATION LEVEL

LAND SIZE

MAIN CROPS GROWN

TRAININGS ATTENDED IN THE PAST MONTHS/YEARS

MAIN ENTERPRISES

PERIOD OF SEASON FROM TO

POTENTIAL TIMING

PROGRAM START (MONTH & YEAR) FINISH (MONTH & YEAR)



SECTION 2

Complete the self-assessment below as shown in the following example

KNOWLEDGE/SKILL ASSESSMENT RELEVENT SESSION

profitability “want to earn in income from

farms: do not know much

about the concept of

profitability”

part 1, session 5

KNOWLEDGE/SKILL ASSESSMENT RELEVENT SESSION



FBS time chart: Part 1 (diagnosis and planning)

Session Date &

venue

Description of sessions Preparations (eg.

Materials, work to do to

prepare for the sessions)

FBS time chart: Part 2 (implementation)

Session Date &

venue




FBS time chart: Part 3 (evaluation and preparation of a new business plan)

Session Date &

venue




Effective Facilitation

Communication is commonly defined as the imparting or interchange of thoughts,

opinions, or information by speech, writing, or signs.

ONE-WAY communication

TWO-WAY communication

STRATEGIC communication

5

Send

Impart

Transfer

Transmit

Convey

Express

Give

SE

ND

ER

R E C E I V E R

Share

Exchange

Interact

Interchange

Make common SE

ND

ER

/

RE

CE

IVE

R

Share

Exchange

Interact

Interchange

Make common

SE

ND

ER

/

RE

CE

IVE

R

Communicator A

RECEIVER

SENDER

Communicator B

RECEIVER

SENDER

Assessment

Objectives Objectives

Evaluation

message

Channels Verbal/non-verbal

ENVIRONMENT

ENVIRONMENT

Communication Skills


Communicator A

SENDER

Communicator B

SENDER

Assessment

Objectives Objectives

Evaluation

message

Channels

ENVIRONMENT

RECEIVER

RECEIVER

ENVIRONMENT

1 SOURCE

Credible, well-informed

And updated

2 MESSAGE

Credible, well-informed

And updated

4 AUDIENCE CENTERED

Simple, customized

And addressing audience

Concerns & needs

3 MULTI-CHANNELED

Using different communication

Channels in a complementary way

5 PARTICIPATORY PROCESS

Listen/respect, encourage,

Discuss and question

(feedback)

BENEFIT-ORIENTED

Practical help, clear,

Doable call to action

RESULTS-ORIENTED

Knowledge (information/Skills),

approval (norms), Behavior

(initiation/Continuation)



Communication styles vary very much from place to

place, from country to country, from city to city, and

from barangay to barangay. Communication needs to

be set by the local community. This is often referred

to as folk media. Folk media are traditional methods

that are used by people to talk to each other and

convey messages. Folk media can be such things as

storytelling, songs, dances, games, rituals and so on.

Using this type of communication will help in creating

lasting consciousness in participants and creating

relationships and trust it is enlightening and entertaining and cannot be easily forgotten.

In some places, personal space is highly valued and greeting is done without shaking hands.

In other places greeting is done by kissing on the cheek.

Sitting arrangements and how close people are also form

part of personal space and communication considerations.

Formality is another communication factor to consider,

some people are formal, and others can be informal.

In language there may well be a formal and an

informal way of speaking. It is good to understand

the formality or informality required in facilitating

communication during an FBS session.

Directness is also a facilitation communication factor to

consider. Some people are direct in speaking and like to

“get to the point”. Others may prefer an indirect manner of communication; it may be

considered rude to confront somebody directly with a problem. Emotions are part of

facilitation communication factors. Some people may express their emotions freely. Others

may be more reserved. Approaches to conflict are also factors. Some people may take a

conflict well and may believe that conflict is real communication. Others may avoid conflict;

yelling, expressing anger or even speaking up is seen as

rude. You have to consider these factors when

communicating in the FBS.



Perception

Interest Knowledge

Emotions

Personality

Appearance

Distraction

Listening

Language

dissatisfaction

panic, loss of control

loss of goodwill

incomplete information

incorrect information

myth propagation



KISSS

(verbal)

‘REAL’

(Non-Verbal)

Keep it…

Short: Distinguish between nice to include

and need to include. Too much information

cannot be remembered.

Simple: Use simple and clear information

that can be understood by all. Avoid

complicated technical terms. This will avoid

misunderstanding (rumors).

Straight: Clarify to the audience what you

are trying to achieve and summarize 'take

away' points/ messages at the end of your

session.

Give respect: Be attentive – show

involvement with participants and

subject under discussion through

facial expression and tolerance for

questions

Emphasize: Highlight important points

through use of multiple channels,

appropriate body language, and repeating

the message as needed. Use training aids

and material effectively.

Create a positive atmosphere: Ensure a

friendly and encouraging environment that

can promote learning through your smile,

words and attitude.

Listen: Ensure that all participants are active

and engaged. Listen with your ears and eyes,

and listen to words and feelings. Encourage

feedback and discussion and ask open

ended and probing questions to make sure

you are understood.



Listening is generally used as an overall label for the complex psychological, neurological

and physiological factors involved in the understanding and retention of verbal material

presented in the spoken form

Tips to improve listening skills

Talk less

Avoid hasty judgments

Focus on what you can learn

Read the non-verbal language

Take notes

Let the speaker finish

Ask questions

Adult learning or facilitation is very different from education directed towards children. Adults choose if

they want to participate in a learning process, they want to know 'why' they need to learn. They will

want to know how learning will benefit them and their families. A typical adult learning cycle is shown

here below.



Teaching

Facilitation

Teaching starts from teacher's

own knowledge

Facilitator starts by assessing the

knowledge of the group

Teaching follows a pre-set curriculum Facilitators addresses issues

identified by the group or their

community and adopt new ideas to

the needs and culture of the group

Teachers delivers lectures to a group

of students – usually from the front

of the room.

Facilitators uses practical, participatory

methods, e.g. group discussions

and activities in which all members of

the group participate

Information flows in just one

direction, from teacher to student

Information flows in many

different directions between the

facilitator and individual group

members

Teachers are concerned with students

understanding the right answer

Facilitators encourage and value

different views

Teachers have a formal relationship

with students, based on the

status of a teacher

Facilitators are considered as an equal,

and develop relationships based on trust,

respect and a desire to serve

Effective Facilitation

Facilitate means 'to make easy'. Facilitation is the glue that holds a group together. The role

is to work with a group of farmers who are in much the same situation, to draw-out

knowledge and ideas from different members of a group, and to help them learn from each

other and to think and act together. Facilitation is about empowering others. The role of a

skilled facilitator is to create conditions in which a group can work together effectively.

The main tasks for a facilitator are:

explain the learning objectives

help the group set ground rules and keep them

encourage and guide participants to think critically

listen to participants' comments, questions and feedback

keep focus and keep things moving

help with observations and analysis

help participants arrive at appropriate conclusions

encourage participants to contribute to the discussion

help participants to reach an appropriate consensus

build trust

help identify opportunities and potentials

summarize the discussion or ask others to do so

6



1. Be ready Develop and practice your session plan in advance

2. Be clear State and identify clearly your session's objectives and deliver it

3. Show respect Through your effective communication skills (verbal and non-verbal)

4. Be friendly In responding to questions

5. Be honest Through confident professional manner

6. Encourage

participation

Encourage quieter participants to share ideas and questions and allow participants to talk more - use open ended questions frequently

7. Communicate

effectively

Use simple appropriate words and tones-maintain eye contact-active listening

8. Pay attention Address the needs and feeling of the group

9. Be sensitive to

time

Make sure your session plan fits with the time available

10. Use multiple

channels

Use different relevant training materials and tools to assist you in conveying your messages

11. Give take-

away messages

Wrap up and summarize the main points in your session

for farmer-leaders · organizing and managing the farm business school facilitation guide for...

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