Final report for ENE20-166
Project Information
Summary of Project "Building Farm Financial Management Skills through Effective Distance Education". Project leader Seth Wilner.
Problem and Solution: The Northeast SARE region faced a critical shortage of skilled agricultural professionals in financial management due to retirements. The 2017 collaborative report, "The Blueprint," underscored the necessity for farm financial technical assistance, emphasizing the pivotal role of skilled managers in addressing challenges within agricultural businesses. A subsequent survey revealed a high demand for agricultural service providers specializing in financial management. In response, this project, led by Seth Wilner, implemented a distance-based learning model applying effective adult education methods. The goal was to equip 25 agricultural service providers with essential farm financial management skills, addressing the identified need and ensuring the sustainability of agricultural businesses in the region.
Educational Approach and Products: The educational approach was grounded in best practices for adult education, recognizing the motivation for inclusion in a learning community, the importance of practice, meaningful feedback, real-life application, safe learning environments, and choice in learning. Participants engaged in five 90-minute web-based sessions annually, covering basic accounting, financial record-keeping, and financial statement preparation. The curriculum spanned three years, progressing to more advanced topics such as cash flow projections, farm financial health assessment, and market channel analysis. The web-based sessions taught by Julia Shanks included pre-session materials, fantastic case studies, and interactive discussions. She taught 4 bonus trainings. An additional 4 online trainings were taught by Mike Sciabarrasi for participants advanced in the financial field.
Learning communities, led by Sarah Williford, consisting of five to nine participants, met monthly via video conferencing, focusing on peer-to-peer learning. Participants also collaborated with coaches to further understand the courses content, or trouble shoot real issues farmers were facing. The project's success was attributed to its adaptability, with updates to the educational approach based on participant feedback, increased learning community interaction, and flexible learning tracks.
Learning Outcomes: Service providers reported significant increases in skills. The final survey indicated substantial improvements in farm bookkeeping, financial health evaluation, and understanding balance sheets. Noteworthy increases were reported in skills related to electronic managerial record-keeping systems (49%), financial statements (55%), assessing farm financial health (59%), assessing market channel profitability (64%), and calculating key metrics for farm finances (53%).
Service Provider Actions and Verified Changes in Farm Practices: Overcoming initial nervousness about working directly with farmers with the content they learned in the trainings, 15 out of 25 service providers reported taking actions to educate/advise farmers, reaching 450 farmers through consultations, online training, and webinars. The program surpassed its target of 100 farmers making changes, with 117 farmers enhancing their ability to keep business records, prepare accurate financial statements, and assess their farm's financial health. Though specific verification tools used by participants and changes in farm practices were not detailed, the comprehensive project summary highlights the impact on farmers through increased skills and knowledge among service providers.
Conclusion: The project successfully addressed the shortage of skilled agricultural professionals by equipping service providers with essential financial management skills. The educational approach, grounded in adult learning principles, facilitated a transformative experience for participants. Learning outcomes demonstrated the program's effectiveness in enhancing skills crucial for effective financial management in agriculture. The verified changes in service provider actions and subsequent improvements on farms underscore the project's broader impact on the agricultural landscape in the Northeast SARE region.
Twenty-five agricultural service providers work intensively with two farmers each and deliver at least one workshop by project’s end, reaching 300 farmers throughout the program. Service providers enhance their skills to assist farmers in keeping records, developing financial statements, evaluating farm financial health, assessing market channel profitability, and calculating cost of production and break-even points. One hundred farmers enhance their ability to keep business records, prepare accurate financial statements and assess their farm’s financial health.
Problem and Justification:
Farmers across all commodities are turning to agricultural professionals for assistance in financial management. Yet there is limited capacity in the Northeast SARE region as a result of retirements.
Over 50 organizations collaborated in 2017 to develop a report entitled, “The Blueprint” that identified a need for farm financial technical assistance. As “The Blueprint” (2017) details, skilled managers are essential to meeting the challenges facing today’s agricultural businesses.
A survey sent out in the Northeast SARE region had 73 respondents say there is a need in their area for agricultural service providers to assist farmers in financial management, only 2 said there was no need. In this same survey, 65 respondents expressed a desire to participate in this program, with another 15 saying “maybe.”
Data show that farmers benefit from direct technical assistance. The Vermont Farm Viability Program and the Carrot Project found that with two years of business advising, farms increased profits between 50-62% and farmers had “significant improvements in entrepreneurial skills.”
Solution and Approach:
This project applies effective adult education methods to a distance-based learning model, supporting participants as they learn complex skills.
Our project will equip 25 agricultural service providers with farm financial management skills in basic accounting, financial record keeping, and financial statement preparation, with the objectives of assessing farm financial health and recommending changes to improve farm profitability.
These skills sets will enable the agricultural service providers to equip farmers with entrepreneurial skills to increase profits and sustain businesses operations.
Milestones:
From January through March each year, 25 agricultural service providers will engage in five 90- minute, web-based sessions for a total of 15 sessions over three years. Supported by a coach, participants will apply their learning on at least two farms and also teach at least one workshop in the three years.
Prior to each session, participants will utilize an on-line learning platform with educational videos, readings, and podcasts to prepare. Participants will complete assignments housed on this platform to practice the skills they learned after each session.
Peer-to-peer learning allows participants an opportunity to problem solve and share successful approaches and tools with each other. These occur among five member cohorts who “meet” on-line twice yearly.
Cooperators
- (Educator)
- (Educator)
Educational Approach
Our educational model is based on the following best practices in adult education:
- Adults are motivated by a sense of inclusion in a learning community. (Wlodkowski, 2008)
- There is almost no long-term retention without practice. (Ericsson & Pool, 2016)
- Meaningful feedback is essential to learning. (Wiggins, 2012)
- Adults make meaning by applying knowledge in authentic real-life situations. (Stein, 2010)
- Adults need safe learning environments. (Wlodkowski, 2008; Bell and McAllister, 2012)
- Adults want choice in their learning. (Ryan & Deci, 2000; Bell and McAllister, 2012)
The following outlines our educational approach:
Participants prepare for each learning session with materials (reading, videos, and podcasts), hosted on the on-line learning platform.
Participants engage in five 90-minute web-based sessions each year. These sessions include PowerPoints, examples, and interactive discussions. The sessions are held two to three weeks apart from January through March.
Following the sessions, participants practice and apply their learning with authentic farm-based assignments.
Web-based office hours are held the week following each session to process assignments and address questions.
Participants are paired with a coach, whom they access through phone or video streaming, to assist in their learning and in their work with farmers, building their confidence and knowledge.
When ready, participants engage at least two farms per year to practice their skills and transfer knowledge to farmers. We estimate 3-4 visits per farm per year.
Learning communities of five participants meet twice yearly using video conferencing. These sessions, facilitated by the program coordinator, focus on peer-to-peer learning. Participants will share experiences, tools, resources, and strategies for farmer engagement. [Due to feedback from participants (noted in the learning outcomes section of this report) we chose to update our educational approach around the learning communities (also referred to as Cohorts in this report) to meet more frequently than originally stated above. So now, 4 groups of 5-9 participants meet monthly or as needed by the cohort participants. Each cohort chooses what will benefit them the most including inviting speakers and other participants into the meet up. From this Educational Approach change, we have added a new milestone. (please see milestone 11.)]
Participants work with their coaches to teach one workshop to a group of farmers before project’s end, further solidifying their own learning.
There will be two educational tracks: beginner and intermediate. The beginner track covers the same topics but at a more basic level. Participants select their own track. [We shifted the educational approach slightly from beginner and intermediate division of classes, to all level participants can attend the sessions which are identical to each other. This allowed for increased attendance of classes because of more time options of the classes. Having a blend of levels in each class has increased diversity of questions and comments during the question and answer period that follows the class presentation. The most advanced students are offered an Advanced Topics learning opportunity in addition to the five 90-minute web-based sessions each year for Year 2 & 3. (See milestone 7)]
The web-based learning will utilize a modified version of Julia Shanks’ “Farmer’s Edge” curriculum, a course demonstrated to increase knowledge.
The draft uploaded curriculum will build skills in following areas:
Year 1
- Basic accounting
- Developing an electronic managerial record keeping system
Year 2
- Developing and reading income statements
- Making accrual adjustments to cash-based accounting systems
- Developing and reading balance sheets
- Developing and using cash flow projections
Year 3
- Assessing farm financial health - utilizing common financial ratios to assess profitability, solvency, debt repayment capacity and other metrics.
- Cost of Production
- Breakeven Analysis
- Market Channel Analysis
Milestones
Agricultural service providers throughout the northeast SARE region learn about this program’s goals, expectations and learning model through electronic and social media outreach.
150
200
August 15, 2020
Completed
August 01, 2021
Building Farm Financial Management Skills brochure
We utilized listservs of organizations, spoke with and called agricultural service providers, emailed brochures, and contacted Northeast SARE State Coordinators to spread the word.
Interested participants submit an electronic application that includes: an agreement to complete pre- and post- session assignments, attend web-based sessions, work with at least two farms, teach a workshop by project’s end, complete participant evaluations, and collect outcome data of the farmers with whom they work. Participants also select their desired track: beginner or intermediate level.
50
46
September 30, 2020
Completed
December 15, 2021
A link embedded in the brochure (see Milestone 1) allowed me to aggregate all the applicant information in Qualtrics. This then allowed me to select participants based on whether they could commit to the program requirements, and I then grouped applicants based on skill level. It worked super slick!
After applications are reviewed by a project advisory group in the fall of 2020, 25 selected participants receive an invitation to the project. The invitation contains the contact information for their assigned coach and their learning community members (5 members per cohort), and a schedule and link for an initial video conference (Zoom) covering program expectations and a tutorial of how to use the on-line learning platform.
25
36
November 30, 2020
Completed
January 07, 2021
Given 46 viable candidates, I decided to seek out additional funds to accommodate more participants. I raised an additional $9,300 and accepted 36 participants. This was an added bonus, but took a bunch more work.
Accepted participants engage in a video conference where they learn how to navigate the on-line learning platform that houses: educational resources, pre-session assignments, post session activities, recorded videos of the sessions, PDFs of presentations, financial management tools, and participant and farmer evaluation tools.
25
36
December 20, 2020
Completed
January 14, 2021
We took participants through the web-site today (1/2021)! We decided to utilize Julia Shanks "The Farmers Edge" website and she made us a specific section where we house class materials, homework, video recordings of the sessions, educational videos, and other resources.
Participants select two farmers with whom they will work to practice and teach the knowledge and skills they gain each year. It is anticipated that participants will engage the farmers between three to four times per year. Participants may work with the same farmers throughout the project, or choose different farmers. Participants choose when they engage with farmers based on their knowledge of the materials.
25
27
January 31, 2021
Completed
January 31, 2021
Originally participants asked a bunch of questions on who to select, how much of the farmer's time is required, what farmers can expect etc. This was an unanticipated time sink!
During year 2, participants were all on different journeys with this. Below is information revealed during our cohort meet ups (our peer to peer learning group time)
Our Pennsylvania cohort of 5 participants are currently (Jan, 2022) running their Farm $ense Program where they are planning to meet the farmers that they will work with as part of their program and beyond.
In our additional 3 cohorts, many participants have shared that they are working with existing farmer clients, while a few have been unable to connect with farmers due to their change in jobs (and so have found easily accessible small business to work with instead of a farmer. eg. Both within their family- a child care center, a baker.).
Some participants have expressed feeling too nervous to work with Quick Books with farmers prior to feeling like experts with the program, however the learning content of Year 2 has made their work with farmers easier as it is less QB focused, and has content that helps them get farmers on board with the importance of accounting and financial planning!
Though participants connected with a minimum of 2 farmers early on in our program to work with, as stated in this milestone, they may work with the same farmers throughout the project, or choose different farmers and choose when they engage with farmers based on their knowledge of the materials. So the engagement began early in the program and continues now beyond the programs end!
The below info is based on surveying the participants (15 of whom filled out the survey),
The main skills enhanced by farmers that participants worked with, based on what the participants shared in the March 2023 survey were the ability to keep records including organizing their chart of accounts for greater clarity, and assess their farm's financial health. Both came from better understanding their financial statements as well as better confidence that their record keeping system was generating good data.
Program participants have assisted-
- 163 farmers with their electronic managerial record keeping systems during this program.
- 204 farmers in developing financial statements during this program.
- 46 farmers to assess their market channel profitability during this program and witnessed improvements.
- 62 farmers with their finances, including costs of production and break-even points during this program, witnessing enhanced skills in these areas.
Many participants worked one on one with farmers through their jobs.
In addition, at least 300 farmers were taught through a workshop-type setting using material learned during this program on a variety of these topics: accounting, managerial record keeping, development of any of the financial statements, financial health assessment, cost of production, breakeven analysis or other related topics.
Some quotes from participants about how this program has helped them in their work with farmers:
"My participation was very helpful in adding to my toolbox in working with both beginning farmers as well as established direct marketing farmers. I have been able to help them dive deeper into their financial records, understand why it's important to keep good records, and offer insights into methodologies to cater to their situations."
"It gave me confidence to transfer my knowledge from the doing stage to the teaching stage. I am a learn-by-doing person and sometimes that is hard to teach. This class gave me the words/tools to go forth and teach."
"It strengthened my skills in being able to assess farms financial health, give feedback, and connect them to the appropriate resources."
"The work in this program helped me gain confidence in my ability to explain and explore financial statements and concepts with farmer clients."
Participants receive reminder emails two weeks before each session that provides pre-session assignments including readings, videos, and/or podcasts. All materials will be housed on the learning platform. Participants complete pre-session assignments, building their knowledge and preparing them for the content of the web-based sessions.
25
25
March 31, 2023
Completed
January 01, 2023
This has been very successful for Year 1 & 2. After Year 1 we polled our participants and asked them a number of things including if they would like more homework for more accountability in their learning. Of the 13 participants who responded to the poll, 2 said they would appreciate more homework, 2 said no thank you, and 2 said they could go either way and would do it if it was given. The others did not respond to this specific question. However, compared to Year 1, we did include more homework assignments, and participants in each cohort group has expressed the usefulness of this for their learning. Some cohorts have come up with the idea of using the cohort meeting time to review homework for their peer to peer learning. We have yet to do this.
For year 3 we decided to do what some call a 'flip classroom' model. Our instructor Julia Shanks created pre-recordings that are between 35 min- 1 hour long with exercises to do within the videos. Participants can watch the video and download the slides. It takes participants between 1.5-3 hours to go through the video and do the exercises included along the way. These recordings and 'homework' are followed by an on zoom discussion about a week or two later. We are getting 100 percent positive feedback for this Year 3's program structure style!
In regards to year 3's format shift, here's what some folks said during a cohort meet-up on 11/29/22:
"I am loving the way this class is pre-recorded."
"I love, love, love this class set up with the pre-recordings! I am getting so much out of it."
"Loving the way that this class is going! I am caught up on the previous pre-recorded sessions and hope to be ready for the next video discussion by Thursday."
In regards to year 3's format shift, here's what some folks said in the final survey:
"I liked it! I prefer recorded to live sessions as I have zoom ADD. I also liked being able to discuss in more detail and hear from other participants. Great pivot!"
"I really appreciated the third year's format. It was much more condusive to my schedule and learning style."
"It was the best year. It pushed me to actually get into the numbers and make mistakes to increase learning. It was also the most comfortable I felt asking question in live sessions."
Participants engage in five interactive, 90-minute on-line sessions per year, from January through March, for a total of 15 web-based sessions throughout the project. The sessions cover: year 1 - basic accounting, developing an electronic record keeping system, year 2- developing and reading income statements, making accrual adjustments, developing and reading balance sheets, developing cash flow projections, and year 3 - assessing farm financial health, cost of production, market channel analysis, and breakeven analysis.
25
23
March 31, 2023
Completed
January 01, 2023
We completed Year 1 - 3 with great success! We've had 100% positive feedback on Julia Shanks as an instructor. Each participant has stated in a cohort meet up, email or poll, that Julia is a fantastic teacher and they have learned so much. One participant responded in our final survey about what they would like : "More!!! Loved working with Julia!"
Year 2:
We decided to add on some bonus learning for the advanced folks in the class for year 2. We called it "Advanced Topics on Farm Financial Management".
7 participants took a deeper dive into farm financial management topics that built on the subjects covered by Julia Shanks as a discussion, co-learning experience. An additional four sessions were offered February 2022. This series was taught/facilitated by Mike Sciabarrasi. Mike is one of the Northeast’s leading agricultural economists. He worked for UNH Cooperative Extension for 35 years, retiring in 2017.
Year 3:
By Year 3, we were able to plan for dates that worked well for participants and shifted the classes to between Oct-Feb. We also decided to go even deeper into an adult learning approach by using a 'flip classroom' model. With our 'flip classroom' structure for year 3, we had 100 percent positive feedback about the benefits of learning with this structure. We also added 2 extra sessions for our final year that include review. So seven, 90 minute discussion sessions following 35 min-1hr pre-recorded sessions that take participants between 1.5-3 hrs to complete with the included exercises.
Here is a short review of our discussions post watching the recordings and doing the exercises. Discussions after-
session 1- was a lively discussion about how to read reports that come out of QuickBooks and how they differ from our general understanding of P&Ls and balance sheets.
session 2- how to organize financial statements.
session 3- channel analysis.
session 4- financial ratios and go through the Farm Finance Scorecard and an overview of reading financial statements.
session 5- revenue projections, using breakeven to set sales goals, and how to align it all with the farmers’ reality. Creating sale projections and budgets.
sessions 6 & 7 - Balance sheet projections and how to use balance sheet projections to project cash. Income statement projection.
Some quotes from participants about the program:
"This program has given me the confidence to reach out to farms and help them think thru their current record-keeping system and brainstorm potential solutions and new/better/easier ways to keep track of financial data to make better business decisions."
"This program provided a connection with a team of folks working with farmers. It highlighted the unique issues faced by farmers when it comes to recording transactions. This program taught me new tricks in QuickBooks even after working with it for a very long time."
"While I have a decent understanding of QuickBooks and financial statements from my previous work history and managing my own business, teaching these things is a different skill set. Watching Julia teach us has helped me wrap my brain around teaching others."
"Helped me understand the structure and broad stokes principles of QuickBooks , and why its important for a farmer. I can more intelligently refer a farmer to the QuickBooks resources they need. However, I'm not at the point yet where I can offer any TA myself, really."
"I've become comfortable with discussing the initial set up of QuickBooks - especially working with CoAs, inputting sales receipts, and making set-up user-friendly for managerial decision-making"
"We do an FSA course and I am much more confident."
"There are many ways to use QuickBooks and this course provided a great approach for beginners with lots of opportunities for getting questions answered. Loved the available online material as well."
"This course has helped me immensely with my colleagues and clients. While I have not mastered QB, I have gained a better understanding of farm financials and am able to be helpful in that capacity."
Participants utilize Zoom video conferencing to meet with their coaches to discuss strategies for working with their farmers. Participants, supported by their coach, work with farmers from mid-January through mid-April each year. Participants teach farmers how to: year 1 - develop electronic managerial record keeping systems, year 2- develop and utilize financial statements, and year 3 - assess financial health, market channel profitability, and calculate key metrics, including costs of production and breakeven.
50
25
86
20
April 15, 2023
Completed
May 31, 2023
Participants are very aware of this special part of this program, to work with a coach. They are encouraged to do so frequently! In year 1 & 2 we had some participants who met with their coach 1 or 2 times. We have not had it become a highly utilized part of their learning for every participant. However some are actively engaged with a coach. (participants have up to 6 hrs of coach time in year 2 with flexibility if they needed more). Participants are also aware of the benefits of learning through teaching farmers with the content they learn right away. However this takes a certain comfort level that some participants have and some are still gaining.
In the reporting in our cohort groups, I heard 3 participants rave about how helpful the Office hours with Julia have been, and that they consider this their coaching time. Others have mentioned that the cohort peer to peer learning time has helped them work through some of the sticky points with farmers and that has been sufficient for now. Many folks have said that they are so happy the coaches are available and hope to use them when they are working with a farmer and feel in over their heads.
Participants were overall more comfortable with working with their farmers with the content of Year 2 , rather than leading in the electronic managerial record keeping systems. However, a portion of participants have expressed that really learning Quick Books for their own businesses has made them comfortable in guiding farmers through the process. Some participants are working with existing clients and are adding on the knowledge they gain from this course to the financial management and guiding that they already do with farmers. Most participants have expressed during cohort meet ups, that they feel very empowered by the Year 2 content and are finding their work with farmers to be highly benefited by what they've learned.
In Year 3 coaches are more frequently being invited onto our cohort calls. This has been a great way of utilizing their skills to help participants feel more confident in their skills to work with farmers. During our cohort calls we begin with a go around and share how it's going with our farmers.
Over all according to our final survey:
- 11 participants utilized their coaches in a one on one zoom call at least once.
- 20 participants utilized coaching with in our cohort groups and in Julia's office hours outside of classes multiple times.
- 5 participants utilized coaches with their farmers in a 3 person zoom call at least once.
- 25 Participants taught 86 farmers directly (and at least 360 additional farmers through workshop type trainings where effectiveness was not measurable) to:
- develop electronic managerial record keeping systems,
- develop and utilize financial statements,
- assess financial health,
- market channel profitability
- calculate key metrics, including costs of production and breakeven.
Quotes from participant in regards to working with farmers:
"I am doing a lot of Quick Books support in VT at Intervale, so I am getting a lot out of this class because of doing this work with the farmers I work with."
"This program has given me the confidence to reach out to farms and help them think thru their current record-keeping system and brainstorm potential solutions and new/better/easier ways to keep track of financial data to make better business decisions."
Quotes from participant in regards to working with coaches:
"I definitely improved the way I delivered a few key points in teaching farmers in my training workshops. I learned some finer points about balance sheets, particularly equity accounts like retained earnings and net income, that were foggy to me before. As a result I'm a clearer teacher on those items and I can also spot balance sheet issues more clearly."
"Just knowing the coaches are there as an ongoing resource is super helpful -- I would not likely have made the connection with KTC on my own, and now I have a link to book hours with them whenever I need help resolving tricky problems for clients. I also got to resolve some longstanding questions regarding quickbooks cleanup. As a result of the coaching session I was able to clean up 7 years worth of open invoices for a client and teach them how to move forward in a cleaner way."
"This is the best part of the whole thing. All parts are important, but this is what sets this apart from any other training I've had. Getting in the mud with a coach helping is PRICELESS!"
Participants utilize Zoom video conferencing to continue meeting with their coaches for assistance with educational concepts, farmer engagement strategies, questions from farm visits, and other feedback. Participants receive six hours of coaching per year. Coaching can happen at any point throughout the year.
25
86
20
April 01, 2023
Completed
May 31, 2023
In year 1 the participants were not working with their coaches to the fullest. Some were expressing full satisfaction in learning from the classes, with Julia's office hours, and the cohort peer to peer learning meet ups. 1-2 meetings per year is what I have heard most participants share that they have had with coaches.
By year 2 participants were more comfortable with reaching out to farmers and to their coaches.They have expressed gratitude for the availability of the coaches for assistance with educational concepts, farmer engagement strategies, questions from farm visits, and other feedback, however most are not using the 6 hours per year of coaching.
In year 3, the number of participants utilizing coaches is lower than Year 2. I believe this is due to the change in the class model benefiting participants confidence in the material because of their practice with the exercises and then a follow up discussion and Q & A. However the ones who are working with coaches seem to be doing so with a lot of interest and motivation. One very active participant asks "by when are we unable to use coaches any longer? Because when the program ends I will pay for a coach!"
We continue to have coaches join our cohort calls which is primarily helping to understand educational concepts, discuss questions from farm visits, and demonstrate how do do certain things in Quick Books or for farm finances from earlier years in the program or that were not covered in the classes. As and example, this month, 1/23, we will have a coach come onto our cohort meet up to demonstrate clean up of invoicing and accounts receivable.
For stats on coach use, please see Milestone 8.
Quotes from some of our coaches from Kitchen Table Consultants:
"It's been a pleasure working with you! I hope we get to do more of this in the future."
" I just had to hop in here and say it's been such a pleasure to work with you and your cohort. You've got a group of bright, passionate, collaborative, and supportive individuals there.This has been one of my favorite engagements in my time with KTC so far. I hope we can continue to work together in the future!"
Participants utilize Zoom to meet with their five member learning communities in February and in July. Participants share their experiences working with farmers, including: successes, obstacles, questions, tools, educational materials used, and strategies for engagement. These sessions are facilitated by the program coordinator or project director. Peer-to-peer learning is the focus of these sessions.
25
23
August 01, 2023
Completed
November 30, 2023
The learning communities, referred to as cohorts in our program and in this report, have been key in program directors receiving feedback as well as peer to peer learning. Through conversation and listening, Sarah Williford, coordinating and leading the cohort groups is able to get a read on how everyone is going for participants. Participants have an energized space in which to share information and ask each other questions. The learning communities have been a great success in our participants sharing best practices and challenges in their work and with the program. Here we really could help one another with issues through conversation, screen sharing and skill sharing.
The cohort groups are guided to come up with what will be most beneficial for them as a group including
- frequency of meeting
- communication tools
- ideas for how to spend their meeting time
- topics of what we'd like to discuss, share or have a coach come on so we can learn about it.
Cohorts consisting of 5-9 members each have chosen to meet monthly for year 2 into year 3. This is more than year 1 and what our original milestone proposed. This change is based on feedback from participants about the usefulness of the cohort meet ups. Also, the budget allowed for this increase in frequency of meetings.
Examples of cohort reports below:
Lavender Cohort
On Dec. 1st, 2022 4 of us met on zoom and had a lovely check in.
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We talked about farms we are working with or not working with yet.
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We recapped on coaches' usefulness.
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We talked about using zoom and email and google drive if needed instead of MS teams. Everyone on the call preferred this.
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We came up with ideas for our group stemming from curiosity and interest in further learning. Those ideas are:
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meet possibly monthly beginning in January.
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Bring a CPA on to answer questions for our January meeting.
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Bring in a loan officer to share with us what they look for in reviewing documents for loans.
Calendula Cohort
On Nov 30th 2022, 3 of us met for 1 hr and had a lovely check in.
It was only Alex, Stevie and myself who know one another from a previous program. They are both so smart and had a lot of good ideas. We spent time discussing challenges they have with farmers they're working with and identifying root causes of the problems. Some ideas that came up for using the cohort meetups for are:
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post class accountability with homework review.
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skill sharing
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Meet possibly monthly starting in Jan.
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This group prefers to use zoom, email and google drive instead of MS teams.
Chamomile Cohort
On Nov 23rd 2022, 6 of us met on zoom for 1 hr and had a lovely check in.
Things discussed were:
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This group prefers to use a combination of email, zoom and google drive for communication over MS Teams.
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Some folks feel challenged by QB online. We planned to have some practice time as a group the next meetup.
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Other challenges- time itself, getting farmers engaged with accounting at the beginning.
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We came up with ideas for our group from these challenges. Those ideas are:
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We use cohort meetup time to practice Quick Books online.
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Faith shares her for beginning farmers, financial management paperwork via google drive and we have a meet up where she leads us through.
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We share 'marketing accounting to farmers' ideas via email and google drive, and discussion.
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Sarah leads the group in a time management exercise if desired.
On Dec 7th, 4 of the Chamomile group met again and Wendy helped answer questions people brought about online quick books. We played around with the practice online QB. I think Wendy deserves a peer leadership teammate award! She's so willing to help the others in the group. And last year helped a different cohort group.
PArsley Cohort
On Nov 30th 2022, all 5 of the PA group met on zoom for 1 hr.
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We discussed a variety of ways in which this group could be a support to one another in the overall learning in this program. And decided that we'd meet up again possibly in January. However this is also when they start your programs and begin actively working with farmers, so Sarah will be in touch.
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We also decided that email and the PA MS teams would be our choice for communication.
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We talked about deliverables for this program and Sarah shared that she gathers information for reporting through these meet ups and surveys.
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PA has broad ban issues and they are feeling stimied by the pandemic in connecting with farmers. They are looking forward to seeing how their January Farm $ense program goes.
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We talked about the usefulness of coaches.
Based on Learning Outcomes, we shifted our Educational approach slightly by adding this Milestone which is related to Milestone 10:
Program coordinator increases facilitation time for the group learning community. The learning community meet up time has been increased from 2 times/year (in Year 1) to what each of our 4 Cohorts finds beneficial and necessary. We've added this milestone due to the feedback from our participants. Cohorts are 3 groups of 9 participants and 1 group of 5. Program coordinator will be contacted regularly through email in between cohort monthly and/or bimonthly zoom calls. Calls will be guided by the coordinator and be a co-created learning space for peer to peer learning, inviting in speakers as desired, and sharing best practices and challenges of participants working with farmers.
25
23
September 30, 2023
Completed
November 30, 2023
This has continued to be a great change to our program.
In Year 2 Cohorts decided they wanted to meet every month or every other month and have come up with an initial list of top interests in sharing their peer to peer learning time together.
In Year 3 we continued with this model. Cohorts changed a little each year based on our participant's involvement in either the over all program (some who needed to leave based on their place of work changing or other circumstances) or in the cohorts themselves. Some participants who are active in the course sessions do not prioritize cohort meet ups because it is not their favorite learning style, or they do not have/make time. In order to have more impactful meet-ups, we downsized to 3 cohorts for year 3. This way we ended up having between 3-8 people attend and made for a good learning experience.
Sarah Williford is coordinating and leading the cohorts.
One of our cohorts (Chamomile Cohort) now has a very active email thread going with questions and idea exchanges for one another. When stumped, a coach or instructor comes in to comment and help. It's great! As of July 2023, this cohort has created a google group, a google drive folder to share documents, and a spreadsheet for signing up for leading the group with a topic they want to share best practices or challenges about for shared learning. This cohort is now primarily self directed and using group guidelines and plans to continue after Sarah is no longer the facilitator. They are doing awesome peer to peer learning with one another!
Some examples of what we do together from year 2 & 3:
- Chamomile Cohort meets to hear a presentation from one participant in this cohort who has developed on-ramp worksheets for accounting and financial planning for farmers.
- Calendula Cohort meets to go over one participants case study with a farmer and help trouble shoot any challenges the participant is facing.
- Lavender Cohort meets (with other participants not in the cohort invited also) to hear from a participant who is a CPA. Folks will be bringing their questions for this 1.5 hour question and answer call.
- Chamomile Cohort (plus other participants interested) learn about cleaning up invoicing and accounts receivable with a coach.
- Combined Cohorts discuss the difference between using Quick Books online vs. desktop.
Quotes from participants about being part of a cohort:
"It's been critical in furthering what the lectures and recordings provided...and will likely be the main part of my work in continued learning and giving support to farmers into the future."
"It's been very good at hashing out technical details of bookkeeping with farmers mostly. best practice versus what's actually possible "in the field"."
"We had a great cohort that stayed in touch throughout this program. Helping each other through situations. How to link payments like PayPal. square...also QB clean up. Sharing ideas of best practices."
"I don't always attend the meetings, but I really appreciate the email exchange where we support each other in troubleshooting/problem solving and share resources."
"I really enjoyed meeting and talking with other trainers. I learned a lot through our conversations -- again, mostly focused on solving particular, farm-specific recordkeeping problems. I feel confident that the connections made through the cohorts will be an ongoing resource I can draw on moving forward."
"The cohort groups were a really good way to crowdsource knowledge and work through specific real world examples."
"It has been great to hear what others are working on."
"Yes! The chamomile cohort has been amazing."
Program participants, supported by their coach, teach at least 10 farmers through a workshop type setting, on topics relevant to their learning that is beneficial to farmers. Topics can relate to accounting, managerial record keeping, development of any of the financial statements, financial health assessment, cost of production, breakeven analysis or other related topics.
250
25
450
23
September 30, 2023
Completed
September 30, 2023
According to our survey question- "Have you used the material learned during this program in a workshop type setting (Topics= accounting, managerial record keeping, development of any of the financial statements, financial health assessment, cost of production, breakeven analysis or other related topics.) If so, how many farmers were there? What did you teach? Please describe the event.":
15 participants responded and have taught at least 265 farmers through a workshop type setting. Some were smaller with tangible effects, while others were online with less feedback from farmers to gauge effectiveness.
Some of the highlighted workshops were:
3 participants worked together to put on a winter online basic financial recordkeeping workshop. One participants writes, "I wanted to give people a lot of flexibility for self learning - since getting people to show up to an event is hard, I made each workshop session like an add-on to Julia's The Farmer's Office where people could learn how Bonnie or Ellen approach the topics that came up in Julia's program."
1 participant taught a cash flow budgeting workshop at the New Farmer School with 15 farmer attendees.
1 participant co-hosted a couple of "How to Set-up Your Farm QuickBooks" sessions and attended several farm financial or marketing sessions hosted by their organization (MOFGA), giving info and insights into P&L, Balance Sheet, Cash Flow, enterprise budgeting, etc --somewhere from 30-50 farmer attendees.
1 participant did three webinars for CISA on Quick Book Online, incorporating 4.5 hours of content, with 20 farmers at each one. 60 farmers total.
1 participant covered managerial Record keeping, Development of financial statements & financial health assessment in their Annie's Project and beginning farmer online trainings. There were over 250 farmers who were trained in these workshops. They were discussion based with speakers who went through the materials and then attendees were offered the chance to interpret the information, as well as apply it at home to their own farm operations.
2 participants co-taught a workshop on setting up your chart of accounts in Quickbooks with 15 farmer attendees at 2 different workshops. So, 30 farmers.
There was also a course taught at FSA and ongoing basic accounting instruction, and record keeping through the advanced business skills program for UMaine Cooperative Extension.
Program participants complete learning and outcome verification tools documenting increases in knowledge, skills, action outcomes, and impacts resulting from program participation for both themselves and the farmers with whom they work. Tools to be used will be available on the on-line learning platform. Participants complete these assessments after completing each post session homework assignment. Farmer evaluations are conducted yearly.
300
25
25
September 30, 2023
Completed
September 30, 2023
For our project we have used the verification tools of Surveying participants and one on one calls with participants done by Sarah Williford. The surveys document increase in knowledge, skills, action outcomes, and impacts resulting from program participation for both themselves and the farmers with whom they work. The information gathered from these verification tools are in the Performance Target Outcomes section of this report.
Our farmer evaluations were different than doing yearly as proposed. Program participants were able to work with multiple farmers throughout the program rather than each participant committing to the same farmers for the whole program. Through one on one connection and through workshops participants taught farmers their learnings from our program and then gathered information post one on one meet ups, post workshops, or gleaned by their steady work with the same farmer over time.
Quotes from participants about which skills farmers enhanced:
"Mostly the ability to keep records. In addition to tips I picked up in the classes around teaching, I have gone on to develop customized SOP's for farmers so they can remember the steps for bookkeeping in their systems. I imagine those farms will then be able to move on to the analysis stage soon. "
"Keeping business records, including organizing their chart of accounts for greater clarity."
"I feel that farmers I worked with most developed their ability to assess their farm's financial health. This came from better understanding their financial statements as well as better confidence that their record keeping system was generating good data."
"Ability to keep business records and prepare accurate financial statements."
"Keeping records and assessing their farm's financial health."
Milestone Activities and Participation Summary
Educational activities and events conducted by the project team:
Participants in the project’s educational activities:
Learning Outcomes
Based on feedback through polls to participants, in class, and in cohort groups, we learned that participants were having nervousness around beginning to work directly with farmers with the learned content in Year 1. Many of the more beginner to QuickBooks participants stated they were not feeling confident enough in the content they were learning to turn right around and begin using the digital accounting methods to help farmers get started or help them clean up their current digital accounting methods. Year 2 proved to be easier content for participants to begin using with their farmers. Due to this feedback, we changed our educational approach a bit by increasing cohort peer to peer learning time, and having coaches who are working with farmers to invite participants to work along side them (see educational approach section) which led us to add another milestone (milestone 11).
Now we have service providers who are using this material with the farmers they work with and we have gathered the following information which is based on participants self-assessment in our final survey, rating their skills in these areas from 1-5 before and after the program.
60% of our participants filled our the final survey. Of this 60% there was a:
• 49% increase in participants skills developing and utilizing electronic managerial record keeping systems.
• 55% increase in participants skills developing and utilizing financial statements.
• 59% increase in participant skills assessing the financial health of a farm.
• 64% increase in participant skills assessing market channel profitability of a farm.
• 53% increase in participant skills calculating key metrics for farm finances, including costs of production and breakeven points.
Here are some quotes from our participants in regards to their change in knowledge, attitudes, skills and/or awareness:
"Areas I most gained in: 1. actual farm bookkeeping: especially dealing with complicated income streams, using clearing accounts, dealing with PayPal. 2. evaluating farm financial health = pinnacle experience is underway just now, so I'm actually really finally doing The Thing, where I am helping a farmer answer the question: Am I ever going to make a living? and when might that be? so that's HUGE 3. deeply increased understanding and awareness of the Balance Sheet, and being able to pass that on to farmers has been important ."
"This program was an incredible resource. Small farms are some of the most complex businesses out there, and I've been wishing for both professional development and professional camaraderie on farm recordkeeping issues for a long time. The UNH SARE program provided exactly what I needed -- an opportunity to delve into tricky recordkeeping questions with peers, to learn a whole suite of solutions and approaches. As a result, I am more proficient at cleaning up a number of recordkeeping issues I see with farmers I work with, I am a clearer teacher of financial statements, and able to help my trainees and clients streamline and modernize the way they keep records."
"My participation was very helpful in adding to my toolbox in working with both beginning farmers as well as established direct marketing farmers. I have been able to help them dive deeper into their financial records, understand why it's important to keep good records, and offer insights into methodologies to cater to their situations."
"Thank you so much for this program...it has dramatically improved my professional capabilities and capacity as a business & marketing service provider for our organic farms in Maine."
"This program pushed me to get comfortable with QB. I learned in the live sessions and practiced on my own. The ability to go back and rewatch the lectures has had the most impact because I can go at my own pace and work with my own materials. "
"This program has been life altering for me as a farm service provider. The core teaching has been phenomenal as Julia is an excellent teacher. I would say the access to expert coaching is what really took this over the top for me. Heather, Mikelle and Julia directly helping with client books has taught me more than anything else. The farmers are just happy happy happy."
Performance Target Outcomes
Performance Target Outcomes - Service Providers
Target #1
25
Agricultural service providers work intensively with two farmers each and deliver at least one workshop by project’s end, reaching 300 farmers throughout the program to assist farmers in keeping records, developing financial statements, evaluating farm financial health, assessing market channel profitability, and calculating cost of production and break-even points.
300
5,000
15
450
9,000
- 162 Consultations
- 30 Online trainings
- 15 Webinars/talks/presentations
Our verification method was surveying the participants and connecting one on one via phone. The numbers for areas above are gathered through these verification methods without directly asking about some (the ones that read zero). These may have occurred and were not mentioned when gathering info from participants. In regards to Online trainings and Webinars/presentations, some of our participants are using these activities to educate and advise farmers ongoingly. These numbers were the minimal that occurred during our program.
Please see Learning Outcomes for a summary of key areas in which we verified a change in knowledge, attitudes, skills and/or awareness by Service Providers. And please see below for a summary of key areas in which we verified a change in knowledge, attitudes, skills and/or awareness by farmers.
Performance Target Outcomes - Farmers
Target #1
100
Farmers enhance their ability to keep business records, prepare accurate financial statements, and assess their farm's financial health.
117
0
We used the verification tools of a final survey as well as one on one calls to the participants of our program. We did not ask participants to share with us the verification tools they used to gather information from their farmers, nor did we connect with the farmers directly. These answers are based on the participants answers to our survey.
Below is information from 15 participants who filled our the final survey:
Question to program participants: "How many farmers have you worked with on their finances, including costs of production and break-even points during this program? Did your work with them enhance the farmers skills in these areas? Please share how. Farmer quotes are bonus points."
Answer in total was 117 farmers. We did not ask for the verification tools they used to gather this information.
Question to program participants: "Which of these skills did farmers enhance? ability to keep business records, prepare accurate financial statements and assess their farm’s financial health. Please elaborate."
Answer:
39 farmers enhanced their skills in market channel profitability.
67% of the participants said that their farmers increased ability to keep business records
40% of the participants said that their farmers increased ability to prepare accurate financial statements
50% of the participants said that their farmers increased ability to assess their farms financial health
direct answers from participants:
| ability to keep business records, prepare accurate financial statements |
| assess their farm’s financial health |
| I have been able to teach farmers how to use QB and the importance of the reports that are produced. |
| don't understand question... |
| 1. qbo skills for every day bookkeeping 2. thus better P&L 3. some work with getting BS more accurate and meaningful |
| Assess their farm’s financial health |
| Mostly the ability to keep records. In addition to tips I picked up in the classes around teaching, I have gone on to develop customized SOP's for farmers so they can remember the steps for bookkeeping in their systems. I imagine those farms will then be able to move on to the analysis stage soon. |
| assess their farm's financial health. |
| Keeping business records, including organizing their chart of accounts for greater clarity. |
| keeping business records |
| I feel that farmers I worked with most developed their ability to assess their farm's financial health. This came from better understanding their financial statements as well as better confidence that their record keeping system was generating good data. |
| Keeping records and financial health |
| accurate statements |
| Ability to keep business records and prepare accurate financial statements |
| Ability to keep business records |
Additional Project Outcomes
I raised an additional $9,300 dollars from the following organizations:
- Agricultural Viability Alliance (co-sponsored this event as part of their Professional Development Work Group goals)
- Penn State Energy Business and Community Vitality Team
- NOFA-VT
- Glynwood
- Cornell Cooperative Extension Oneida County
- Center for Agricultural Development and Entrepreneurship
- UNH Cooperative Extension Livestock Program
- Center for an Agriculture Economy
- Young Farmers
- Maine AgrAbiity
- Community Involved in Sustaining Agriculture (CISA)
- Intervale
- Maine Farmland Trust
Just a taste of quotes from our program participants:
"I am incredibly grateful to have been accepted to this program. It has changed my life forever and created a Monster farm service provider. 🙂 thank you Seth and Sarah for herding us cats, and being so loving and of service. I've made friends and contacts that will last the rest of my career. thank you so much."
"This course helped the farmer I worked with decide to stop producing maple syrup for sale and continue producing mushrooms. The cost of our time and labor as well as inputs was too high for maple production while mushroom production had a better breakeven analysis."
"I joined another cohort and we started a listserv where we can ask questions of our cohort and this would work so well for my work flow. Being able to ask questions as they come up and people can answer as they have time/space is amazing!."
Key educational approach and implementation aspects that were keys to the success of this program were:
- Learning communities for peer to peer learning. (one participants says about the cohort learning community- "it has been very good at hashing out technical details of bookkeeping with farmers mostly. best practice versus what's actually possible "in the field".")
- Having participants practice what was learned through working with farmers, therefore making meaning by applying knowledge in authentic real-life situations.
- Having coaching available. (one participant says: "this is the best part of the whole thing. all parts are important, but this is what sets this apart from any other training I've had. getting in the mud with a coach helping is PRICELESS")
- Case studies produced by our instructor Julia Shanks.
- Flip classroom style learning was very conducive to adult learning and knowledge retention.