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The 3 Rs of Impact Reporting

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Professional development training on impact reporting developed for Louisiana Cooperative Extension Service professionals.

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The 3 Rs of Impact Reporting

  1. 1. Cooperative Extension Professionals Working Above the Line: The 3 R’s – Telling the Extension Story with Impact Reports
  2. 2. Rebecca White Professor Organization Development & Evaluation
  3. 3. RELEVANCE RESPONSE RESULTS
  4. 4. The 3 R’s - Telling the Extension Story Step 1 – Developing Your Relevance Section
  5. 5. • The reason why and the situation • 3-5 sentences • Limit to 100-150 words
  6. 6.  Includes 4-5 sentences: 1. Importance of the issue 2. How issue was identified 3. How education can help 4. A target audience 5. Clearly stated program goal(s)
  7. 7. Relevance Example The 2011 Ag Summary reports the gross farm value of soybeans in XYZ Parish was $15.5 million. Data in the LA Ag Summary has shown a steady decrease in the acreage of soybeans produced in XYZ Parish over the last 5 years. Reducing input costs by educating producers on ways to improve efficiency can help them stay in business. One hundred twenty soybean producers in XYZ Parish were targeted for a four year educational outreach program. The goal of the program was to for XYZ Parish soybean farmers to adopt recommended farm practices to achieve sustainable management of their soybean resources and protect the environment. (105 words long)
  8. 8. The 3 R’s – Telling the Extension Story Step 2 – Developing Your Response Section
  9. 9.  Describe what you did  List educational methods used  Note when and where activities were conducted  Identify partners and collaborators  May be narrative or bulleted  Include acknowledgements  Limit to 150-200 word
  10. 10. A multi-faceted educational program was conducted targeting 120 soybean producers in XYZ Parish from 2008 - 2012. The program included :  Series of six presentations were given at each annual soybean field day held in northeast Louisiana on soybean production best practices  Monthly newspaper column in the ABC Gazette addressing current farm production issues. Readership is 3,000.  Educational exhibit at the State Farm Bureau convention held in XYZ Parish in June 2010  Field demonstrations at eight cooperating farms  Virtual seminar in Spring 2009 on Farm Financial Management  Development of a soybean production website in 2008  360 farm visits - 40 on nutrient management/water quality issues  Annual pesticide safety seminars Partners in this educational endeavor included Farm Bureau, the Soybean Growers Association, the ABC Gazette and local aerial applicators. (137 words)
  11. 11. The 3 R’s – Telling the Extension Story Step 3 – Developing Your Results Section
  12. 12.  Describe: 1. How effectiveness of the program was evaluated  Explain evaluation or assessment strategy (1-2 sentences)  Indicate response rate (1 sentence) 2. Changes that occurred as a result of the program  List significant results in order of importance, including both numbers & percentages 3. Summarize results
  13. 13.  Pre- and post-tests were used to assess science investigatory and critical thinking skills of 120 eighth grade students.  The physical activity logs of 587 fifth graders were analyzed to determine physical activity patterns.  A survey was conducted at field days to gather benchmark data regarding soybean production practices using a 20-item instrument.
  14. 14.  A total of 608 of 780 (78%) fifth graders who participated in the program completed both the pre- and post-test.  80% of the producers in attendance at the field days (n=124) completed the post-program survey.  Note: If you are going to use percentages, be sure to use actual numbers, too.
  15. 15.  Behavior - Documented behavior change, intent to change behavior  Learning - Knowledge gained, skills acquired, attitudes changed  Order responses  Demographics  Satisfaction  What’s next
  16. 16.  84% of the 608 fifth grade students who completed the program tasted at least one new fruit and one new vegetable during the program.  559 of 608 (92%) participants increased their number of minutes of physical activity by 30 minutes on 5 of 7 days.  Approximately three-fourths (76%) of soybean producers surveyed adopted at least two new management practices as a result of the program.
  17. 17.  Over ½ (58%)of the students in the program indicated they would choose fresh fruit or vegetables over chips for a snack.  118 of 124 respondents (95%) indicated they intended to implement at least one new BMP.  30% of those who participated in the SET program indicated they would choose a more science- oriented career as a result of participating in the program.
  18. 18.  492 out of 608 (81%) learned the number of servings of fruits and vegetables they should eat each day.  54% of producers indicated that they understood proper spray conditions at a good or excellent level before the program and 93% said they understood proper spray conditions at a good or excellent level after the program.  72% of students reported that they were less afraid of science after the SET program than they were before.
  19. 19.  Describe program participants  Age  Gender  Income levels  Years farming or as a 4-H member  Area (parish, region, state, etc.)  Size of herd or acreage  Educational level
  20. 20.  100% of the respondents stated they were mostly or completely satisfied with the information being easy to understand.  579 of 608 (95.24%) of respondents stated they were mostly or completely satisfied with the helpfulness of the information in making decisions about their own situation.
  21. 21. Results indicate that the Childhood Obesity Prevention Program in XYZ Parish met its objectives of increasing the consumption of fruits and vegetables and increasing physical activity in 5th grade students. The greatest behavior changes were associated with trying new fruits and vegetables and becoming more physically active. This program will be expanded next year to include 6th and 7th grade physical education teachers and students.
  22. 22.  Note how these results will be beneficial in the future  As we continue to address the childhood obesity issue in XYZ County, this program has helped to guide future program efforts. We now know that the program is effective and can be used with other youth to improve overall physical health and reduce the incidence of obesity-related chronic diseases later in life. This program will be expanded next year to include 6th and 7th grade students.
  23. 23. A survey was sent to 120 farmers participating in the program to measure programmatic impact using a 20-item instrument. Ninety-six (80%) of the producers completed the survey.  Seventy-two (75%) of the 96 soybean producers surveyed adopted at least two of ten new management practices as a result of the program.  Eighty respondents (83%) indicated they intended to implement at least one new BMP in the future.  Eighty-nine (93%) said they understood proper spray conditions at a good or excellent level after the program.
  24. 24.  Sixty (63%) of the respondents had participated in the Master Farmer program in previous years; eight participated during (2014)  Eighty-seven (91%) of respondents stated they were mostly or completely satisfied with the timeliness of information. Results indicate that the Soybean Producers Extension Program in XYZ Parish met its goal of farmers adopting recommended farm practices to achieve sustainable management of their soybean resources and protect the environment. The greatest behavior change was farmers adopting recommended Extension soybean management practices. (160 words long)
  25. 25.  Proofread the report  Check your stats  Don’t use jargon  Format appropriately  Write for your target audience  Submit impact report regularly  Share impact reports with stakeholders
  26. 26.  Write toward the Three R’s  Relevance  Response  Results
  27. 27. Mastering Impact Reports Can be as easy as 1 – 2 - 3
  28. 28. Rebecca White Professor Organization Development & Evaluation

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