Educating Northeast New Farmers about Farm Equipment - Mechanization

Educating Northeast New Farmers about Farm Equipment - Mechanization

Summary

Developing an effective farm mechanization strategy is among the most important asks faced by new farmers. A systematic approach can help avoid costly mistakes. The process must be shaped by choices regarding the new farm business (enterprise type, land [scale and capability], financing and market strategy) and by access to equipment-related skills and/or services within the farm family or in the local community (custom work, equipment repair, and dealerships). The process requires honest assessment of a new farmer’s mechanical skills and aptitudes, and evaluation of personal preferences (draft horses? antique tractors? hand tools?) that may or may not contribute to farming success.

There is currently no systematic program to guide new farmers through this process. To meet this service gap, the Project is developing, evaluating and producing assessment tools, decision guides and practical skills training modules to help develop effective mechanization strategies and prepare them to acquire, operate and maintain the equipment they need to succeed. Our process is peer guided, and with numerous pilot trials and revisions of each component based on evaluation by participating new farmers – i.e., those who stand to benefit.

Key Project Components: (1) Self Assessment Tool/Learning Action Plan; (2) Mechanization Decision Tool; (3) Classroom & Field-based Learning Activities (consultations & workshops); (4) Training for farming and non-farming instructors.

Objectives/Performance Targets

1) 350 new farmers inquire about Self Assessment Tool; 280 complete and develop an Action Plan.

2) 224 who develop Action Plan will participate in a Project activity (10 as apprentices, 85 in classroom sessions; 65 in field-based workshops; 65 in shop-based workshops); 174 will make a decision or demonstrate competency.

3) 10 experienced farmers and 4 non-farming instructors in five NE states will gain skills in delivering Project products; 10 will commit to future learning activities.

Accomplishments/Milestones

#1/#2) Peer review and revision of the Project’s Self-Assessment Tool and optional Action Plan is complete. Mechanization Decision Tool is undergoing final revision. Project outreach will begin in March 2004. Availability of Self-Assessment Tool and Decision Tool will be promoted through the Growing New Farmers website and conference, and regional publications and list serves. These products will be offered on the NESFI website; print copies will be made available through workshops and at conferences. Recruitment of farmer-trainers will begin.

(#3) Project participant verification and follow-up will begin in March 2004.

(#4) While nearly 200 learners have already attended “pilot” sessions of Project workshops or intensives, and have thus been “exposed to farm equipment-based knowledge and skills,” the Project will focus on achieving this Milestone by documenting the participation of 224 “learners” beginning in March 2004.

(#5) Revision of this Milestone is anticipated, since, as reported earlier, interest in competency assessment is extremely low. Focus will be shifted to management decision-making, which will be reflected (and evaluated) through the development of mechanization plans.

(#6/#7) While Milestone #6 was achieved early in 2003, emphasis will be placed on recruiting additional on-farm “instructors” who are able to offer learning settings that can accommodate hands-on learning, rather than a simple demonstration of technical skills.

The Project has emphasized participant evaluation in its pilot workshops and extended training sessions. These to continue to be well-received, but as previously reported, learners are always eager for “more,” – more time and more individual attention. Evaluations also suggest that there is a need to distinguish between—and target learning opportunities to—two distinct sets of beginning farmer learners: (1) aspiring farmers who need to learn about equipment-related skills or tasks (e.g., repairs requiring welding), in order to determine whether to gain proficiency or to contract such work to others; and (2) start-up or early-stage farmers who have made that decision, and whose farm business success anticipates (and will depend on) their gaining proficiency (e.g., successfully welding a broken tool bar used in time-sensitive weed control). One group can be well served in a traditional workshop format that offers information and demonstration. The second will require more extensive, hands-on learning, with significant opportunity for individualized, supervised practice. In both instances, learners and teachers will be well-served if new farmers are encouraged to take a systematic approach to gaining equipment-related information, knowledge and skills, based on personal preference and aptitude, farming stage, and farm enterprise-related needs. Learning can become more efficient; valuable time and resources can be more appropriately targeted. The Project will achieve this by promoting and assisting in the development of individualized learning action plans. Future reporting on Performance Targets and Outcomes will reflect this dual track approach.

Based on feedback from participants in the Project’s multiple-session, shop-based trainings, the Project has added a new component. It will pilot a ten-week shop-based “intensive” (10 four-day sessions) for one or two learners, from mid-January through March 2004. Participant(s) will begin by completing the Project’s Self-Assessment Tool, Learning Plan and Mechanization Decision Tool. They will carry out key components of their Learning Plan through supervised work on (1) equipment that they have own and have transported to the training site and (2) equipment owned by the Project farmer-instructor. Equipment evaluation, trouble-shooting, preventive maintenance, repairs and safe operation will be covered. Some formal “classroom” activity, focused on principles, will be included. As agreed in this instance, competency assessment will be mandatory.

Impacts and Contributions/Outcomes

The Project has emphasized participant evaluation in its pilot workshops and extended training sessions. These to continue to be well-received, but as previously reported, learners are always eager for “more,” – more time and more individual attention. Evaluations also suggest that there is a need to distinguish between—and target learning opportunities to—two distinct sets of beginning farmer learners: (1) aspiring farmers who need to learn about equipment-related skills or tasks (e.g., repairs requiring welding), in order to determine whether to gain proficiency or to contract such work to others; and (2) start-up or early-stage farmers who have made that decision, and whose farm business success anticipates (and will depend on) their gaining proficiency (e.g., successfully welding a broken tool bar used in time-sensitive weed control). One group can be well served in a traditional workshop format that offers information and demonstration. The second will require more extensive, hands-on learning, with significant opportunity for individualized, supervised practice. In both instances, learners and teachers will be well-served if new farmers are encouraged to take a systematic approach to gaining equipment-related information, knowledge and skills, based on personal preference and aptitude, farming stage, and farm enterprise-related needs. Learning can become more efficient; valuable time and resources can be more appropriately targeted. The Project will achieve this by promoting and assisting in the development of individualized learning action plans. Future reporting on Performance Targets and Outcomes will reflect this dual track approach.

Based on feed-back from participants in the Project’s multiple-session, shop-based trainings, the Project has added a new component. It will pilot a ten-week shop-based “intensive” (10 four-day sessions) for one or two learners, from mid-January through March 2004. Participant(s) will begin by completing the Project’s Self-Assessment Tool, Learning Plan and Mechanization Decision Tool. They will carry out key components of their Learning Plan through supervised work on (1) equipment that they have own and have transported to the training site and (2) equipment owned by the Project farmer-instructor. Equipment evaluation, trouble-shooting, preventive maintenance, repairs and safe operation will be covered. Some formal “classroom” activity, focused on principles, will be included. As agreed in this instance, competency assessment will be mandatory.