dga tufts webinar 6-19-2018 · –“unlocking a person’s potential to maximize their own...
TRANSCRIPT
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My background
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Ag ApprenticeshipLearning Network• Dairy Grazing
Apprenticeship• Maine Organic Farmers
and GardenersAssociation
• Rogue Farm Corps• Quivira Coalition• Vilicus Farms• New Entry Sustainable
Farming Project, TuftUniversity
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The firstformal
AgriculturalApprenticeshipin the nation
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AgApprenticeship
Toolkit• Definitions• Internship• Registered
Apprenticeship• Employee• Educational
partnerships
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Training Guidelines
A shared understanding ofthe skills needed for thetrade is the foundation.
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Training Guidelines
DACUM:(Developing a Curriculum)
The formal process foridentifying key skills.
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Apprentice Training Hours
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Apprentice Related Instruction
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AgApprenticeship
Toolkit• Decision to mentor• Laying the
groundwork• Finding the right
person• Budgeting• Running the
program
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DGA Administrative Partners
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DGA Education Coordinators
Fay Benson & AbbyTeeter, Cornell
University
Sarah Littlefield,Wolfe’s Neck Farm
Rick Kersbergen,University of Maine
Bob & Tammy BrandtNorthcentral WI
Ted Probert,University of MO
Aaron de Long,PA Assoc. for Sustainable Ag
Bonnie Haugen &Hannah Molitor
Minnesota
Kevin Mahalko
Mary AndersonWestern WI
Altfrid KrusenbaumEastern & Southern WI
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A diversity ofgrazing styles
MasterCharacteristics
Karl and Robert KlessigCleveland, WI
Nolan LenzenEagle Bend, MN
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44 Current Apprentices• Education level
– 17 with High School education– 10 with Technical College degree– 4 with ag/dairy related Bachelor’s degree– 11 with non ag related Bachelor’s degree– 2 with ag Master’s degree
• Demographics:– Gender: 14 women, 30 men– Age:
• Range: 18 to 53• Average age: 29
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Dave Heidel & Ricky BakerRandom Lake, WI
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Gabby Rojas
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John Richmond & Charles FlodquistColfax, WI
https://www.dga national.org/Case Studies
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Building Community
• Master Roundtables• Apprentice facebook page• Pasture walks• Journeyworker support
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Master Professional Development
MasterRoundtables
• Local cohorts of Masters• Informal gathering facilitated by
Education Coordinator• Learning mentoring skills• Peer support and peer to peer learning
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Supporting our MastersDGA Hiring and Employee Management Tip Sheets
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AgApprenticeship
Toolkit• Compensation• Housing allowance• Food compensation• Agreements and
policies• Employment
contract
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Mentors are coaches
• Coaching is:– “Unlocking a person’s potential to maximize
their own performance. It is helping themto learn rather than teaching them”(Whitmore 2003)
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Master Professional DevelopmentMaster Tip Sheets
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Master Professional DevelopmentMaster Tip Sheets
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AgApprenticeship
Toolkit• Creating an
educationalprogram
• Writing thecurriculum
• Feedback andassessment
• Teaching skills
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Characteristics of adult learnersChildren AdultsRely on others to decide what isimportant to be learned.
Decide for themselves what isimportant to be learned.
Accept the information beingpresented at face value.
Need to validate the informationbased on their beliefs and values.
Expect what they are learning to beuseful in their long term future.
Expect what they are learning to beimmediately useful.
Have little or no experience uponwhich to draw, are relatively "blankslates."
Have substantial experience uponwhich to draw. May have fixedviewpoints.
Little ability to serve as aknowledgeable resource to teacheror fellow classmates.
Have significant ability to serve as aknowledgeable resource to thetrainer and fellow learners.
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Generational learning stylesGI & Silent Baby Boomer Generation X Millennials
Influencers &Leaders
AuthoritarianCommanders
CommandingThinkers &
Experts
CoordinatingDo ers
EmpoweringCollaborators& Co creators
Training FocusTraditional onthe job, top
down
Technical data,evidence based
Practicalapplications,case studies
Participative,eLearning,interactive
LearningFormat
Formal,classroom
Relaxed,structured
Spontaneous,interactive
Studentcentric, active
Learningenvironment
Military style,disciplined Classroom style Round table,
interactive
Café style,informal,
multimedia
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Principles ofAdult Learning
• Personal Benefit• Experience• Self Direction• Application and Action• Learning Styles
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Principles of Adult Learning
• Personal Benefit: Adult learners must be able tosee the personal benefit of what they are learningand how it satisfies a need they have. They aremotivated to learn if the learning:– Solves or avoids a problem for them.– Provides an opportunity or increased status.– Leads to professional or personal growth.
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Principles of Adult Learning
• Experience: Adult learners come to each learningevent with a unique background of knowledge andexperience. They are motivated to learn if the learning:– Involves them in sharing what they know.– Builds on what they know.– Validates their experience.
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Principles of Adult Learning
• Self Direction: Adult learners are self directed andmust have some control over what they are learning.They are motivated to learn if they can:– Take charge of their learning and make decisions
about the content and processes.– Contribute to the learning of their co learners.– Have some degree of independence in the
learning process.
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Principles of Adult Learning
• Application and Action: Adult learners are busy,practical, and learn by doing. They learn best when:– There is immediate application for the learning.– They participate actively in the learning process.– They can practice new skills or test new
knowledge before leaving a learning session.
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Principles of Adult Learning
• Learning Styles: Adult learners approach learningin a variety of ways, from hands on and moving tousing their eyes, ears, and/or logic to anchor newskills and knowledge. They learn best when:– The learning taps into a mix of learning styles that
fit their preferences and stimulate their multipleintelligences.
– Multiple means are used to represent the materialbeing learned.
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Learning Styles Exercise
•
From Train the Trainer: Facilitator's Guide by Karen Lawson, 1998.
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Learning Styles Exercise
•
From Train the Trainer: Facilitator's Guide by Karen Lawson, 1998.
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Individual learning styles• Doer: Likes to be actively involved in the learning process,
wants to know how he or she will apply learning in the realworld, likes information presented clearly and concisely.
• Feeler: People oriented, expressive, focuses on feelingsand emotions, thrives in open, unstructured learningenvironment.
• Thinker: Relies on logic and reason, likes to share ideas andconcepts, analyzes and evaluates, enjoys independentwork.
• Observer: Likes to watch and listen, tends to be reserved,will take his or her time before participating, thrives onlearning through discovery.
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Example
Incorporating learningstyles into your teaching:• Many chores on a farm
involve multiple steps.• Tasks that are routine
for you will seem verycomplex to your newApprentice.
• Creating checklists thatbreak down each choreprocess will help theApprentice commit themto memory and avoidleaving out importantsteps.
Teaching how to milk
Start with an overview:Create a written checklist of the steps and post in the milking parlor.Describe the steps of the procedure. Explain the “why” for udder preparation:
o To avoid milk contamination (quality premiums) o To avoid mastitis causing bacteria entering the uddero To stimulate let-down; explain Oxytocin, its antagonist
Adrenalin, its duration in the blood stream.
Demonstrate each step: Pre-and/or post dipping. Explain importance of task being done correctly: complete teat coverage, etc. Let Apprentice practice.Stripping and wiping. Again explain details and why: single towels, use of different places on the towels for each teat etc. Show different techniques on how to get milk out of the udder.Attachment of the milking cluster. Show proper attachment of milking cluster, i.e. not sucking air, and whatever else is unique about your particular clusterReattachment. Next explain under what conditions to reattach an automatic take- off (if applicable). Without take-offs, explain when milking is considered finished and how to properly take off the cluster, i.e. shut off vacuum first, wait a second to let out vacuum, remove.
PracticeContinue milking with apprentice until he/she is comfortable and proficient with all tasks before leaving them on their own. How quickly apprentices learn this and other processes/techniques varies greatly. It could be a couple milkings or a couple weeks. Adjust your teaching style to the apprentice’s learning style.
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Example
Training methods for eachlearning style:• Doers: practice, applying
concepts, simulations• Feelers: personal
experience, role playing,group exercises
• Thinkers: reading,questioning,independent activities
• Observers:presentations,discussion, problemsolving
Teaching how to milk
Start with an overview:Create a written checklist of the steps and post in the milking parlor.Describe the steps of the procedure. Explain the “why” for udder preparation:
o To avoid milk contamination (quality premiums) o To avoid mastitis causing bacteria entering the uddero To stimulate let-down; explain Oxytocin, its antagonist
Adrenalin, its duration in the blood stream.
Demonstrate each step: Pre-and/or post dipping. Explain importance of task being done correctly: complete teat coverage, etc. Let Apprentice practice.Stripping and wiping. Again explain details and why: single towels, use of different places on the towels for each teat etc. Show different techniques on how to get milk out of the udder.Attachment of the milking cluster. Show proper attachment of milking cluster, i.e. not sucking air, and whatever else is unique about your particular clusterReattachment. Next explain under what conditions to reattach an automatic take- off (if applicable). Without take-offs, explain when milking is considered finished and how to properly take off the cluster, i.e. shut off vacuum first, wait a second to let out vacuum, remove.
PracticeContinue milking with apprentice until he/she is comfortable and proficient with all tasks before leaving them on their own. How quickly apprentices learn this and other processes/techniques varies greatly. It could be a couple milkings or a couple weeks. Adjust your teaching style to the apprentice’s learning style.
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Example
• The initial overview of themilking process frames thelearning in an effective wayfor Observers and Thinkers.
• Providing reading materialin advance helps thosewho need time to processinformation.
• A YouTube video wouldhelp engage both of thesetypes of learners, as well asmore active learningFeelers and Doers.
Teaching how to milk
Start with an overview:Create a written checklist of the steps and post in the milking parlor.Describe the steps of the procedure. Explain the “why” for udder preparation:
o To avoid milk contamination (quality premiums) o To avoid mastitis causing bacteria entering the uddero To stimulate let-down; explain Oxytocin, its antagonist
Adrenalin, its duration in the blood stream.
Demonstrate each step: Pre-and/or post dipping. Explain importance of task being done correctly: complete teat coverage, etc. Let Apprentice practice.Stripping and wiping. Again explain details and why: single towels, use of different places on the towels for each teat etc. Show different techniques on how to get milk out of the udder.Attachment of the milking cluster. Show proper attachment of milking cluster, i.e. not sucking air, and whatever else is unique about your particular clusterReattachment. Next explain under what conditions to reattach an automatic take- off (if applicable). Without take-offs, explain when milking is considered finished and how to properly take off the cluster, i.e. shut off vacuum first, wait a second to let out vacuum, remove.
PracticeContinue milking with apprentice until he/she is comfortable and proficient with all tasks before leaving them on their own. How quickly apprentices learn this and other processes/techniques varies greatly. It could be a couple milkings or a couple weeks. Adjust your teaching style to the apprentice’s learning style.
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Example
• A demonstration ofmilking provides all fourlearning styles with amore in depthunderstanding.
• It allows them to askquestions and explorethe task throughdiscussion with you andother employees.
• All learning stylesbenefit fromdemonstration,especially Doers andFeelers, who tend to bemore visual learners.
Teaching how to milk
Start with an overview:Create a written checklist of the steps and post in the milking parlor.Describe the steps of the procedure. Explain the “why” for udder preparation:
o To avoid milk contamination (quality premiums) o To avoid mastitis causing bacteria entering the uddero To stimulate let-down; explain Oxytocin, its antagonist
Adrenalin, its duration in the blood stream.
Demonstrate each step: Pre-and/or post dipping. Explain importance of task being done correctly: complete teat coverage, etc. Let Apprentice practice.Stripping and wiping. Again explain details and why: single towels, use of different places on the towels for each teat etc. Show different techniques on how to get milk out of the udder.Attachment of the milking cluster. Show proper attachment of milking cluster, i.e. not sucking air, and whatever else is unique about your particular clusterReattachment. Next explain under what conditions to reattach an automatic take- off (if applicable). Without take-offs, explain when milking is considered finished and how to properly take off the cluster, i.e. shut off vacuum first, wait a second to let out vacuum, remove.
PracticeContinue milking with apprentice until he/she is comfortable and proficient with all tasks before leaving them on their own. How quickly apprentices learn this and other processes/techniques varies greatly. It could be a couple milkings or a couple weeks. Adjust your teaching style to the apprentice’s learning style.
![Page 42: DGA Tufts webinar 6-19-2018 · –“Unlocking a person’s potential to maximize their own performance. It is helping them to learn rather than teaching them” (Whitmore 2003) Master](https://reader033.vdocuments.site/reader033/viewer/2022041417/5e1c0876f17d974b3e3ca1f9/html5/thumbnails/42.jpg)
Example
• Practice will allowApprentices to gainproficiency in it.
• Doers and Feelers mayprefer to jump intopractice right awaybecause of their inclinationtoward hands on learning
• Laying some groundworkwith description anddemonstration will resultin fewer mistakes and helpyour Apprentice buildconfidence in their skills.
Teaching how to milk
Start with an overview:Create a written checklist of the steps and post in the milking parlor.Describe the steps of the procedure. Explain the “why” for udder preparation:
o To avoid milk contamination (quality premiums) o To avoid mastitis causing bacteria entering the uddero To stimulate let-down; explain Oxytocin, its antagonist
Adrenalin, its duration in the blood stream.
Demonstrate each step: Pre-and/or post dipping. Explain importance of task being done correctly: complete teat coverage, etc. Let Apprentice practice.Stripping and wiping. Again explain details and why: single towels, use of different places on the towels for each teat etc. Show different techniques on how to get milk out of the udder.Attachment of the milking cluster. Show proper attachment of milking cluster, i.e. not sucking air, and whatever else is unique about your particular clusterReattachment. Next explain under what conditions to reattach an automatic take- off (if applicable). Without take-offs, explain when milking is considered finished and how to properly take off the cluster, i.e. shut off vacuum first, wait a second to let out vacuum, remove.
PracticeContinue milking with apprentice until he/she is comfortable and proficient with all tasks before leaving them on their own. How quickly apprentices learn this and other processes/techniques varies greatly. It could be a couple milkings or a couple weeks. Adjust your teaching style to the apprentice’s learning style.
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Example
• Working alongsideyour Apprentice intheir early months is agood opportunity toreinforce good workhabits and foster agreater understandingof each task theylearn.
Teaching how to milk
Start with an overview:Create a written checklist of the steps and post in the milking parlor.Describe the steps of the procedure. Explain the “why” for udder preparation:
o To avoid milk contamination (quality premiums) o To avoid mastitis causing bacteria entering the uddero To stimulate let-down; explain Oxytocin, its antagonist
Adrenalin, its duration in the blood stream.
Demonstrate each step: Pre-and/or post dipping. Explain importance of task being done correctly: complete teat coverage, etc. Let Apprentice practice.Stripping and wiping. Again explain details and why: single towels, use of different places on the towels for each teat etc. Show different techniques on how to get milk out of the udder.Attachment of the milking cluster. Show proper attachment of milking cluster, i.e. not sucking air, and whatever else is unique about your particular clusterReattachment. Next explain under what conditions to reattach an automatic take- off (if applicable). Without take-offs, explain when milking is considered finished and how to properly take off the cluster, i.e. shut off vacuum first, wait a second to let out vacuum, remove.
PracticeContinue milking with apprentice until he/she is comfortable and proficient with all tasks before leaving them on their own. How quickly apprentices learn this and other processes/techniques varies greatly. It could be a couple milkings or a couple weeks. Adjust your teaching style to the apprentice’s learning style.
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Categories of learning activitiesWhich ones are going to be most effective?
People generally remember: Apprenticeship activities
10% of what they read Reviewing written resources and references
20% of what they hear Receiving verbal instructions
30% of what they see Watching someone perform a task
50% of what they hear and see Watching someone perform a task while theyexplain it to you
70% of what they write Recording a daily log or doing a writtenexercise or project for the farm
90% of what they practicethemselves and have to explainto someone else
Doing a task and teaching someone else todo it.
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“Patient and thoroughexplanations of why we aredoing something, not just
giving a list of tasks.”
“(My master) and I respecteach other….he tells me andshows me how to do things,
allows me to gaincompetence, though alsoallows me to fail, and then
explains how to do it better.”
Suggestions from Apprentices
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Master Comments“Having compatible personalities and a
shared philosophy of farming isimportant.”
“Be aware that there are a lot of ways tofarm and expect that you and your
Apprentice will think differently aboutsome things.”
Mutual respect and trust are key
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Skilled People are the Key
Joseph Tomandl, IIIExecutive Director715 560 0389joe@dga national.org
Laura PaineProgram Director608 338 9039laura@dga national.org
Guided work experienceRelated instructionFacilitated peer group Industry networkingPathway to farm ownership