The document discusses the role and skills of a facilitator for farmer field schools (FFS). It defines a facilitator as a guide who helps farmers learn through hands-on activities rather than lectures. An effective facilitator is technically competent, can be an extension officer or experienced farmer, and guides discussion rather than imposing their own ideas. Key responsibilities of a facilitator include organizing FFS activities and meetings, maintaining basic administration, and ensuring constructive communication. Core facilitation skills discussed include listening, managing group dynamics, asking questions, giving feedback, and using tools to structure discussion and decision-making. The document emphasizes that a good facilitator remains neutral, builds on farmers' existing knowledge, and helps farmers learn through their own experience and
You are tasked with creating a training program for adult education facilitators or corporate trainers without previous experience in distance education. The training program must include the key elements for developing distance learning facilitator skills. The training audience (trainees) will consist of higher education faculty members or corporate trainers.
You are tasked with creating a training program for adult education facilitators or corporate trainers without previous experience in distance education. The training program must include the key elements for developing distance learning facilitator skills. The training audience (trainees) will consist of higher education faculty members or corporate trainers.
The use of biomedicine, complementary and alternative medicine, and ethnomedi...home
The health care-seeking behaviour of study participants, although mainly confined within the
ethnomedicine sector, shared much in common with that of people who use global CAM. The appeal of
traditional therapies lay in their religious and moral legitimacy within the South Asian community,
especially to the older generation who were disproportionately influential in the determination of
treatment choices. As a second generation made up of people of Pakistani origin born in the UK reach the
age when they are the influential decision makers in their families, resort to traditional therapies may
decline. People had long experience of navigating plural systems of health care and avoided potential
conflict by maintaining strict separation between different sectors. Health care practitioners need to
approach these issues with sensitivity and to regard traditional healers as potential allies, rather than
competitors or quacks.
The use of biomedicine, complementary and alternative medicine, and ethnomedi...home
The health care-seeking behaviour of study participants, although mainly confined within the
ethnomedicine sector, shared much in common with that of people who use global CAM. The appeal of
traditional therapies lay in their religious and moral legitimacy within the South Asian community,
especially to the older generation who were disproportionately influential in the determination of
treatment choices. As a second generation made up of people of Pakistani origin born in the UK reach the
age when they are the influential decision makers in their families, resort to traditional therapies may
decline. People had long experience of navigating plural systems of health care and avoided potential
conflict by maintaining strict separation between different sectors. Health care practitioners need to
approach these issues with sensitivity and to regard traditional healers as potential allies, rather than
competitors or quacks.
There is healing in black cumin ( kalonji) A Presentation by Mr Allah Dad Kha...Mr.Allah Dad Khan
There is healing in black cumin ( kalonji) A Presentation by Mr Allah Dad Khan Former DG Agri Extension /Visiting Professor the University of Agriculture Peshawar Pakistan
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A Series of Lectures By Mr. Allah Dad Khan Provincial Director IPM ( Master Trainer ) KPK Ministry of Food Agriculture and Livestock (MINFAL) Islamabad Pakistan
CNO Guidance 2004
“2003 Accomplishments…we increased the availability of vital leadership references, including a Mentoring Handbook, through the Navy Knowledge Online website. Using multiple approaches, we took steps to ensure every Sailor has a mentor to maximize their talents and improve their contribution to combat excellence.”
CNO Guidance 2005
“We built a mentoring culture”…..
CNO Guidance 2006
“Develop and implement a total force mentoring culture.”
CNO Guidance 2007-2008
“Developing 21st Century Leaders…focusing on root cause analysis, training, outreach and mentoring.”
OPNAVINST 1500 / 78
“Everyone in a leadership role must make a point of reaching out to their subordinates and ensure that all members of the command have access to mentors. “
Training Facilitators: What They Need to SucceedAcorn
Facilitators are those guides on the side who foster discussion, lead activities and encourage learners to dive a little deeper into topics.
For more content like this, check out Acorn Labs: http://acornlabs.education/
Basics of adult learning
Extension methods in various fields
• Individual Method
Farm and home visits, office calls, phone calls, e-mails, personal letters.
• Group method
method and result demonstrations, study visits, meetings, farmer field schools, extension schools.
• Mass method :
television, radio, leaflets, newspapers
Planning for effective use of the methods.
Role of audio, visual, and audio-visual aids in facilitating use of extension methods
Evaluating effectiveness of various extension methods.
Focus Group Discussions (FGDs) are defined as semi structured group discussions, which yield qualitative data on the community level by facilitating interaction between participants.
Willie Nelson Net Worth: A Journey Through Music, Movies, and Business Venturesgreendigital
Willie Nelson is a name that resonates within the world of music and entertainment. Known for his unique voice, and masterful guitar skills. and an extraordinary career spanning several decades. Nelson has become a legend in the country music scene. But, his influence extends far beyond the realm of music. with ventures in acting, writing, activism, and business. This comprehensive article delves into Willie Nelson net worth. exploring the various facets of his career that have contributed to his large fortune.
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Introduction
Willie Nelson net worth is a testament to his enduring influence and success in many fields. Born on April 29, 1933, in Abbott, Texas. Nelson's journey from a humble beginning to becoming one of the most iconic figures in American music is nothing short of inspirational. His net worth, which estimated to be around $25 million as of 2024. reflects a career that is as diverse as it is prolific.
Early Life and Musical Beginnings
Humble Origins
Willie Hugh Nelson was born during the Great Depression. a time of significant economic hardship in the United States. Raised by his grandparents. Nelson found solace and inspiration in music from an early age. His grandmother taught him to play the guitar. setting the stage for what would become an illustrious career.
First Steps in Music
Nelson's initial foray into the music industry was fraught with challenges. He moved to Nashville, Tennessee, to pursue his dreams, but success did not come . Working as a songwriter, Nelson penned hits for other artists. which helped him gain a foothold in the competitive music scene. His songwriting skills contributed to his early earnings. laying the foundation for his net worth.
Rise to Stardom
Breakthrough Albums
The 1970s marked a turning point in Willie Nelson's career. His albums "Shotgun Willie" (1973), "Red Headed Stranger" (1975). and "Stardust" (1978) received critical acclaim and commercial success. These albums not only solidified his position in the country music genre. but also introduced his music to a broader audience. The success of these albums played a crucial role in boosting Willie Nelson net worth.
Iconic Songs
Willie Nelson net worth is also attributed to his extensive catalog of hit songs. Tracks like "Blue Eyes Crying in the Rain," "On the Road Again," and "Always on My Mind" have become timeless classics. These songs have not only earned Nelson large royalties but have also ensured his continued relevance in the music industry.
Acting and Film Career
Hollywood Ventures
In addition to his music career, Willie Nelson has also made a mark in Hollywood. His distinctive personality and on-screen presence have landed him roles in several films and television shows. Notable appearances include roles in "The Electric Horseman" (1979), "Honeysuckle Rose" (1980), and "Barbarosa" (1982). These acting gigs have added a significant amount to Willie Nelson net worth.
Television Appearances
Nelson's char
"Understanding the Carbon Cycle: Processes, Human Impacts, and Strategies for...MMariSelvam4
The carbon cycle is a critical component of Earth's environmental system, governing the movement and transformation of carbon through various reservoirs, including the atmosphere, oceans, soil, and living organisms. This complex cycle involves several key processes such as photosynthesis, respiration, decomposition, and carbon sequestration, each contributing to the regulation of carbon levels on the planet.
Human activities, particularly fossil fuel combustion and deforestation, have significantly altered the natural carbon cycle, leading to increased atmospheric carbon dioxide concentrations and driving climate change. Understanding the intricacies of the carbon cycle is essential for assessing the impacts of these changes and developing effective mitigation strategies.
By studying the carbon cycle, scientists can identify carbon sources and sinks, measure carbon fluxes, and predict future trends. This knowledge is crucial for crafting policies aimed at reducing carbon emissions, enhancing carbon storage, and promoting sustainable practices. The carbon cycle's interplay with climate systems, ecosystems, and human activities underscores its importance in maintaining a stable and healthy planet.
In-depth exploration of the carbon cycle reveals the delicate balance required to sustain life and the urgent need to address anthropogenic influences. Through research, education, and policy, we can work towards restoring equilibrium in the carbon cycle and ensuring a sustainable future for generations to come.
WRI’s brand new “Food Service Playbook for Promoting Sustainable Food Choices” gives food service operators the very latest strategies for creating dining environments that empower consumers to choose sustainable, plant-rich dishes. This research builds off our first guide for food service, now with industry experience and insights from nearly 350 academic trials.
UNDERSTANDING WHAT GREEN WASHING IS!.pdfJulietMogola
Many companies today use green washing to lure the public into thinking they are conserving the environment but in real sense they are doing more harm. There have been such several cases from very big companies here in Kenya and also globally. This ranges from various sectors from manufacturing and goes to consumer products. Educating people on greenwashing will enable people to make better choices based on their analysis and not on what they see on marketing sites.
Characterization and the Kinetics of drying at the drying oven and with micro...Open Access Research Paper
The objective of this work is to contribute to valorization de Nephelium lappaceum by the characterization of kinetics of drying of seeds of Nephelium lappaceum. The seeds were dehydrated until a constant mass respectively in a drying oven and a microwawe oven. The temperatures and the powers of drying are respectively: 50, 60 and 70°C and 140, 280 and 420 W. The results show that the curves of drying of seeds of Nephelium lappaceum do not present a phase of constant kinetics. The coefficients of diffusion vary between 2.09.10-8 to 2.98. 10-8m-2/s in the interval of 50°C at 70°C and between 4.83×10-07 at 9.04×10-07 m-8/s for the powers going of 140 W with 420 W the relation between Arrhenius and a value of energy of activation of 16.49 kJ. mol-1 expressed the effect of the temperature on effective diffusivity.
3. Definition of facilitator
Assistant, helper, help, supporter - a person who
contributes to the fulfillment of a need or furtherance
of an effort or purpose; "my invaluable assistant"; "they
hired additional help to finish the work
Or
one that facilitates; especially : one that helps to bring
about an outcome (as learning, productivity, or
communication) by providing indirect or unobtrusive
assistance, guidance, or supervision <the
workshop'sfacilitator kept discussion flowing
smoothly>
4. Who would be a Facilitator?
Each FFS needs a technically competent facilitator to lead
members through the hands-on exercises. There is no lecturing
involved, so the facilitator can be an extension officer or a Farmer
Field School graduate. Extension officers with different
organizational backgrounds, for example government, NGOs
and private companies, have all been involved in FFS. In most
programmes, a key objective is to move towards farmer
facilitators, because they are often better facilitators than outside
extension staff - they know the community and its members,
speak a similar language, arerecognised by members as
colleagues, and know the area well. From a financial perspective,
farmer facilitators require less transport and other financial
support than formal extensionists. They can also operate more
independently (and therefore cheaply), outside formal
hierarchical structures.
5.
6. The role of the facilitator is crucial in an
FFS. In general the facilitator
Organises the Field School;
1. Facilitates the activities associated with the 12 to 16 meetings of the
Field School;
2. Takes care of basic administrative issues;
3. Maintains constructive communications with local government
officials, NGO’s, and other agencies in the area where the FFS is
located.
Organising an FFS requires a facilitator to:
Determine the site for the FFS and identify study fields (see the section
below, “Implementation Issues”);
Identify potential participants, usually via a local agriculture group;
Determine local endemic problems to be treated by the FFS
Conduct preparation meetings.
7.
8. The facilitator is a guide, NOT the leader.
Farmers have a wealth of experience and knowledge
that can be reinforced by providing them with a basic
understanding of the agricultural and environmental
dynamics in their fields.
Therefore, facilitators listen carefully and build on
local knowledge rather than impose their own ideas
and opinions.
The role of the facilitator is to guide the discussion,
clarify concepts, fill in missing information and
provide a synthesis of outcomes.
9.
10. Basic administration activities
Collect and report basic bio-data such as name age, gender,
education, access to land (form of ownership or rental
contract);
Report results of pre- and post-tests;
Save weekly results of agro ecosystem analyses;
Prepare activity plans for each FFS meeting with ensuing
reports per meeting containing comments about
implementation (a useful analysis would be to have the
facilitator describe positive aspects of each activity or what
went well, then the facilitator could identify needed
improvements and how those improvements could be
made), data on attendance, and relevant notes on field
conditions;
Interview a number of participants prior to the start-up or
the FFS about their pre-FFS farming practises, this data
could be used as baseline data to determine changed
practices
11.
12. Role and Duty of a Farmer Field School
Facilitator
Technical backstopping , Guide in decision making , Team
leader , Links with external , Facilitator and collaborators ,
Helps the group in achieving their objectives , Helps in
conflict management , Initiates new FFS , Explains the
objectives and FFS process , Should help with observations
and analysis , Should start from simple to complex
endeavors, Keeps discussion lively , Probe to help
participants arrive at appropriate conclusions , Help to
smoothen out domineering cases , Helps participants to
reach an appropriate consensus , Time management , Show
respect to all participants and their opinions , Helps
participants identify opportunities and potentials in their
environment
13. Difference between teaching and Facilitating
Teaching Facilitating
Teacher a subject Matter specialist and
Delivery Expert
Facilitator learner sensing and learning
process expert
Knowledge Transfer from teacher Knowledge gained from learners experience
Focus on Subject Matter Learning process is organized SLE ( Structure
Learning Experience)
Subject Matter is organized into topics Recognizing reflecting and abstracting
Reading , Listening and remembering Experience first , connecting to concept later
Concept first application practice/later Connecting new knowledge with past
experience
More Appropriate for Children
(pedagogy)
More Appropriate for Adults (andragogy)
14. Behavior of Farmer Field School Facilitator
To be a teacher , To be an instructor , Commanding
and arrogant , Not transparent , Non tolerant and
impatient , Lateness , Immoral behaviour, Self pride ,
Carelessness ,Should not assign unclear tasks , Should
not fail to admit where he doesn’t know , Should not
be disorganized , Should not lack self confidence ,
Should not be possessive ,
15. Qualities of a Good Facilitator
He Should be Creative , Flexible , Versatile, Openness,
Understanding of group dynamics, Love of work, Good listener ,
Tactful , Patient , Transparent , Consultative , Tolerant ,
Committed ,Positive, Sense of humor, Grounded , deeply
respectable, Trustworthy , Social , Accessible , Act within
capacities and emotion of the group , Delegates tasks and
responsibilities , Put in special efforts ,Presentable , Audible ,
Confident , Good collaborator, Don’t force participants to his
plans , Sensible , Charismatic, Give timely explanations , Don’t
hide constraints , Show concerns , · Explains situations before
hand , Tolerance for ambiguity, Accepting of others, hold others
with unconditional regard, Authentic, congruent, honest ... e.g.
walks his/her talk, Caring, compassionate,
Conceptual and systemic thinking, Empathetic ,Inspirational.
16. Skill of good facilitator
A good Facilitator must possess the skills of Group
Facilitation Skill, listening Skills , Observation skill,
Presentation Skills, Pacing Skills, Managing group
dynamics , Negotiating skills , Good questioning
techniques , Good observation skills , Feedback Skill,
Writing skills, Summary skills, Intellectual capacity ,
Technological skills , teaching skills, Adult learning
Principle,
17. Golden role of facilitator
Good listener , Respect others opinions-open minded
, Cheerful , Eye contact , Know your audience in
advance (Level) , Should be well prepared (Firmly
grasp the subject) , Dress appropriately , Well
mannered , composed/confident , Be in control of
audience , · Convey acceptance , Time management
(Conscious) , Impartial
18. Improving relationship with participants
A facilitator must remember the following points when
improving relationship with participants.
Get to know each other (Establish rapport) , Use of right
language (brief and clear) , Create a conducive environment ,
Encourage full participation ,
Understand and respect their cultural norms , Display/depict
good morals ,
Make your mission clear , Avoid gender bias , Adhere to your
promises and programme , Be flexible , Be transparent and
accountable , Accept genuine criticism , Be timely ,
Commitment to the group and the team , Team up with them ,
Being a role model ,
Know farmers priorities , Deliver quality service ,
Encourage dialogue , Keep abreast with new technologies , Be
professional and rational
19. Technically strong facilitator:
The Field School is usually initiated by an extension staff member of the
government, farmers’ organization, or NGO. But in all cases the person must
have certain skills.
Most important is that the person is skilled at growing the crop concerned. In
most countries, the extension staff have never grown crops ‘from seed to seed’
and most often lack confidence.
For this reason, most IPM programmes have begun with training field staff in
season-long courses which provide basic technical skills for growing and
managing an IPM crop. Some people have called this the “Farmer respect
course” in that field staff come to realise how difficult farming is, and why
farmers do not immediately “adopt” their “extension messages”.
Facilitation skills and group dynamic/group building methods are also
included in this season to strengthen the education process in the Field
Schools. An uncertain trainer is a poor trainer.
A confident trainer can say “I don’t know - let’s find out together” much easier
when the inevitable unknown situation is encountered in the field.
21. Facilitation Core Skills:
1: Introduction to Facilitation, including core beliefs, like adding a second gear, and major
misunderstanding
2: The Five Core Practices, including the importance of neutrality, facilitating now instead of what,
and using the five skills with individuals
3: The Start Sequence, including asserting the process, dealing with resistance, and using parking lots
4: Establishing Norms, including examples of generic group norms, using norms to manage
interactions, and anonymous ways to establish norms
5: Recording Group Ideas, including the rules of wording, the secret wording tip, and flipchart
management tips
6: Conflict Intervention Techniques, including deciding whether or not to intervene, the intervention
wording model, and intervening in private
7: Process Checking, including what is a process check, the four P's, and Pluses and Deltas
8: Conversation Structure, including Non-decision-making conversations, playing ping-pong, and
shift happens!
9: Decision-Making Tools, including the five decision options, consensus building, and multi-voting
10: Ending a Facilitation, including gradients of agreement, overcoming passive consensus blocks, and
meeting wrap-up.
10:Ending a Facilitation, including gradients of agreement, overcoming passive consensus blocks, and
meeting wrap-up
22.
23.
24. Effective Communication Skills for Facilitators
Communication skills are critical for a facilitator. How you communicate, aside from the
substance of the event, can make a difference in gaining support and moving things along
Efficiently and effectively. Some skill points for communicating include the following:
1. Active listening: Be genuinely interested in other people's thoughts and feelings.
Listen intently. Make eye contact.
2.Summarizing: Use paraphrasing as a method of clarifying. Check your
perceptions with the group. For example: "Please correct me if I'm wrong, but I
think Bob and Carmen's comments summarized our last 10 minutes quite well by
stating...". It is very important to summarize at the end of key parts of the agenda
and at the end of meetings.
3.Focusing attention and pacing: Keep the group on the topic and focused, using
care to limit or reduce repetition. This is one of the facilitator's primary
responsibilities. Stay on track!
25. 4. Recognizing progress: For example: "Nice job! We just brainstormed 36
items in that 4-minute time period."
5. Waiting or Silence: Remember that sometimes the hardest thing to do is
nothing.
6. Scanning/Observing: Nurture full participation from the group. Watch
nonverbal cues in the form of body movement, facial expression, and gesture
(may indicate loss of attention, confusion, or discontent)−take a break, change
the pace, change the topic, etc
7. Inclusion: Make sure everyone has an equal opportunity to participate.
Encourage those who have been silent to comment. For example, say in a
humorous way: “I’m being rated by my client on the degree to which I get
everyone to talk!”
8.
26. Body Language and Facilitation
While we generally think of verbal skills as the most important
facilitation skill, the role of nonverbal cues or body language is
also critical to facilitative leadership. In a meeting, these
nonverbal messages are constantly flowing from team member
to facilitator and vice versa.
The experienced facilitator will be careful not to send out
nonverbal cues or body language that can be interpreted as
negative by the receiving audience. For example, standing up
leaning against a wall with your arms crossed tends to suggest a
closed mind or inattentiveness.
This type of body language subtly inhibits the free flow of
communication. Facilitators must also be keenly aware of the
nonverbal cues given off by team members with whom they are
working. Such cues can often be important indicators to test the
pulse of the meeting.