Research and Problem-Solving on the Farm

Research and Problem-Solving on the Farm

Summary

SARE DACUM overview--NOFA handout--Final Case Study Story version--Elderberry-Final DACUM chart DACUM Agenda Final

A key aspect of effective management is the ability to modify practices in response to environmental and economic conditions. However, many farmers do not possess the necessary skills to systematically evaluate and test improvements to optimize their faming systems. Furthermore, while most farmers are aware of on-farm research opportunities that entail collaborating with an agricultural service provider, many feel that they are too busy or do not have the knowledge to engage in this type of research. In contrast, there is a small group of farmer-innovators who have developed systems of problem solving and experimentation, which are compatible with their normal farming operations.  Improving farmer problem solving and management skills, as opposed to delivering specific technical information, is very difficult.  Our project is based on the philosophy embodied in this proverb: Give people fish and you feed them for a day. Teach people to fish and you feed them for a lifetime.

Working with eight expert farmer- innovators we will compile and organize information on the best problem-solving practices developed by these farmers using the Devloping a Curriculum (DACUM process.)  Using this information, we will produce a “how to” manual that can be used to teach these methods to others.  We will make these farmer-developed methods available to agricultural service providers using the manual as a basis for a three training workshops.

Our ultimate goal is to help farmers with:

• an idea they’d like to try
• a change they’d like to make
• a problem they’d like to solve
• a question they’d like to answer
• an observation they’d like to interpret

The capacity to problem-solve and experiment with new practices is a very important skill for farmers to develop.  This ability can enable farmers to tinker with their management system so it is fine-tuned for their particular soils and microclimate, adapt to changing climate and develop innovations that may benefit many other farmers and society.  Farmers will have opportunities to learn about proven methods for problem solving and innovation through contact with extension educators who have participated in the trainings as well as through workshops and presentations given by these extension educators.  Furthermore, they will have free, on-line access to the manual.

Objectives/Performance Targets

Thirty agricultural service providers will create new programs to teach 600 farmers how to improve their operations using on-farm problem-solving/experimentation techniques developed by expert farmers. Two-hundred farmers managing 20,000 acres will use these techniques to problem-solve and to employ improved management practices.

Accomplishments/Milestones

Draft outline-On farm problem solving manual-001SARE Survey for Extensionists re On Farm Problem Solving Manual

1. 100 extension educators participate in an online survey to determine the current level of knowledge and learning needs and to help guide the writing of a “how to” manual called Research and Problem-Solving on the Farm. (October 2015)

We created an online survey using survey monkey and sent it out to New York state vegetable crop extension educators. Our collaborator Robert Hadad assisted us in reaching out to his extension colleagues via their weekly newsletter.

(Link here: https://www.surveymonkey.com/r/GJKCQ52)

Unfortunately, we received very few responses. We suspect that the educators we reached out to do not sense any urgency in their need to reply, as some had previously indicated to us that they were indeed very interested in using this manual in their work. We plan to re-send the survey link to collaborators who have previously expressed interest, as well as those extension educators who attended our discussion at NOFA-NY’s winter meeting in January 2017.

2. Two agricultural service providers, a hired consultant, and 8 farmer-innovators engage in a DACUM process to gather information about on-farm problem-solving and experimentation approaches. (early December 2015)

The DACUM workshop was our greatest accomplishment this year. We gathered eight farmers and two DACUM facilitators at Glenora Inn and Winery for two days, March 1-2, 2016. Nicolas Lindholm and Eero Ruuttila traveled from Maine to join us. Jody Bolluyt came from the Hudson Valley, and Chaw Chang, Lou Lego, Brent Welch, Klaas Martens, and Karma Glas joined us from the Finger Lakes region. This remarkable group of growers represents nearly 200 years of experience combined.  The farmers discussed at length their personal philosophies and decision-making processes. The DACUM facilitators from Ohio State led the creation of a chart breaking down what many experienced farmers do instinctively into discrete steps like “consult partner,” “walk the land,” and so forth. We were thoroughly impressed by the depth of the discussion and the farmers’ diligence in ensuring that the final steps listed in the chart accurately reflected their ideas.

At the completion of the two day workshop, the group had created a DACUM chart (attached) outlining the action steps taken when experimenting or innovating on the farm. The manual will explain these steps in more detail, with examples, so novice farmers and others can thoroughly grasp the meaning.

3. A core group of four extension educators and ten farmers will receive a preliminary draft of the “how-to” manual to evaluate. (August 2016)

We have begun developing the manual and have attached a draft table of contents outlining the chapters and topics to be covered.  The manual is based on the framework developed during the DACUM workshop. We’ve been reaching out to extension educators and farmers to get feedback on the sections of the manual, and identify the best resources to list for the initial steps of whole farm planning that lay the groundwork for future on-farm experimentation. The farmers at the DACUM process and in communications since have stressed the importance of big-picture thinking, careful planning of work-life balance, and assessing one’s strengths. We are researching the best resources out there for these topics as we proceed with the rest of the manual.

One idea that came out of the DACUM workshop was to use case studies to illustrate the steps to problem solving and on-farm research with specific examples from real farms. In December 2016, we visited Elderberry Pond Farm in Auburn, NY to interview expert innovator Lou Lego. We have written up a case study based on his solution to cucumber downy mildew and have circulated it via email and at the NOFA-NY winter meeting for feedback from farmers. In December, we developed a plan for the discussion session at the NOFA-NY meeting with farmers and extension educators to gain insights into what elements they consider most essential to the manual, how they relate to the case study format, and what additional resources or techniques they have found useful that would be a good additions to the manual. Outcomes of this discussion will be reported in the next reporting cycle.

The remaining milestones (4-11) have not yet been addressed, as the manual is still in the early stages of production. We plan to proceed with the manual this spring and continuing reaching these goals as the year progresses.

4. 200 service providers receive invitations or read advertisements, and learn about the training workshops and manual. (August 2016, December 2017; November 2017)
5. 70 agricultural service providers and educators attend one of three training sessions held in three regions of the NE (20-25/each workshop, ME, NY and MD) and learn about problem-solving and experimentation on the farm. (October 2016, February 2017; January 2018)
6. 20-25 extension educators provide detailed feedback on the manual at the first training (October 2016).
7. Extension educators and farmers have access to the improved version of the manual. (March 2017)
8. Trained extension educators create new programs to teach 600 farmers about how to use proven, farmer-friendly problem-solving methods to improve their operations (January 2017-onward)
9. 30 trained extension educators are supported by the project team in their efforts to help farmers apply these methods to improve their farming operations through phone conversations and access to the manual and supporting materials (March 2017-onward).
10. 30 extension educators complete and return verification survey to report on educational programs conducted and farmer applications of these techniques. (November 2017; September 2018)

11. 200 farmers managing 20,000 acres use these techniques to problem-solve and to employ improved management practices

Impacts and Contributions/Outcomes

Cumulative Milestone Accomplishment Table

Project Number: ___ENE15-135___________

Project Title: __ Research and Problem-Solving on the Farm________

Project Leader: _Laurie Drinkwater____________________