Food Hub and Training/Incubator Farmers’ Cooperative
Farmer Training, Education, and Support Services Development Guide
I. WHO/WHAT/WHY – for the guide’s development
Who – Guide designed for training, education, and support/follow-up services of food hub/incubator farm cooperatives.
A – Occupational DACUM and Task Analysis Procurement Process
B – On-the-Job (OJT) Check Off/Mentor System Development
C – Related Technical Training Development
D – Education and Training Program Design
E – Unit Lesson Plan Development
F – Support and Follow-up Services Program
Why – Training, education, and support/follow-up services program needs to be developed so it can be provided to assist program managers in helping farmers in becoming and remaining successful.
II. DESIGN – Training sessions and/or supportive materials will be provided at scheduled workshops or one-on-one sessions with interested groups and/or program managers. These sessions/materials could be presented by a consultants or use as a self-study guide. An assessment of which training areas needed to be provided, how, when, and in what order they are provided will be determined during the early stages of the training/incubator farm development/formation.
Interested groups and/or program managers can take the generic handouts and samples and customize them to a specific cooperative. Then as the cooperative makes decisions about its operation, the handouts and samples could be modified to represent examples of their cooperative’s effort. When new or replacement program managers come on the board then they will be able to use the guide to help them better function as program managers.
III. UNIT LESSON PLANS – The following unit lesson plans will address the following areas:
1) Training Objectives Statement(s)
2) Needed Handouts, Samples/Templates, and/or Reference Material lists
NOTE: Handouts and support materials will be added to this guide’s documents as they are developed or better samples/examples/templates are located.
VI. UNIT OBJECTIVE STATEMENTS
A. Occupational and Task Analysis Process: Program manager(s) will complete and/or obtain an existing Developing a Curriculum (DACUM) and a task analysis for the occupational area for which an education and training program is being developed.
B. OJT Check Off/Mentor System Development: (a) Program managers will select tasks for the trainee to be exposed to or become competent in doing and include them in an OJT check off document for mentors to indicate trainee achievement and the (b) Program manager(s) will train mentors in assisting trainee OJT learning and in recording progress on their check off document.
C. Related Technical Training Area Development: (a) Program manager(s) will select and list training topical related areas that they obtained from the DACUM and a review of the task analysis results which need to be taught in a lecture and/or lab setting and the (b) Program Manager will identify the formal related technical training provider and facilitate the program’s design to deliver the needed and required training
D. Education and Training Program Design: Program manager(s) and/or training committee will determine:
* Design development strategies and timelines
* Provider identification, staffing, and needed services
* Recruitment, financial aid, prerequisites, placement, and learning support strategies
* Unit lessons, hours, fees, and a schedule for training (Related and OJT)
* Needed facilities, labs, classroom, and on-the-job stations
* Costs, budget, staffing, purchases, and evaluations (staff and program)
E. Unit Lesson Plan Development: Program manager(s) will coordinate with the training staff in developing unit lesson plans to include:
* Training unit objective statement(s)
* Handouts, tests, assessments, other needed reference materials
* Supplies, tools, equipment to be used in training
F. Support and Follow-up Services Program Design: Program manager(s) will identify and develop a flyer describing the trainee/farmer support and follow-up services program to include key areas such as:
* Housing, family budgeting, nutrition education, etc.
* Individual and family counseling
* Independent farmers’ cooperative formation, meeting, and serves coordination
* Prosperity, imputes, and equipment procurement services
* Production technical and product marketing support
V. POWERPOINT PRESENTATION
A PowerPoint presentation, following this Introduction section, is provided for each chapter. A consolidated of all six chapter PowerPoint presentations will also be provided in the PowerPoint Presentations section on the WVU Small Farms website.