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Introduction to Agricultural Extension > Communication > Flashcards

Communication Flashcards

1
Q
  • process of exchanging information ideas, thoughts, and feelings between two people
A

Communication

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2
Q

communication meaning

A

process of exchanging information ideas, thoughts, and feelings between two people
-

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3
Q
  • to make common or establish commonness between two or more people
A

Communis

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4
Q
  • to share
A

Communico

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5
Q
  • specific definition focusing on the role of communication in disseminating agricultural knowledge and practices to farmers and rural communities.
A

Extension

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6
Q
  • Extension meaning
A

disseminating agricultural knowledge and practices to farmers and rural communities

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7
Q

Nature of communication

A
  1. Process- Oriented
  2. Symbolic
  3. Contextual
  4. Purposeful
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8
Q

communication is continuous and interactive, involving atleast two parties a sender and a receiver engaged in a cycle of sharing and interpreting messages.

A

Process- Oriented -

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9
Q
  • it relies on the use of symbols (words, gestures, images) to convey meaning. Both verbal and nonverbal symbols are essential to communication
A

Symbolic

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10
Q
  • communication is shaped by the context in which it occurs cultural, social, relational, or environmental affecting how messages are interpreted.
A

Contextual

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11
Q
  • it has a specific goal or intention, whether it’s to inform, persuade, express emotions, or build relationships.
A

Purposeful

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12
Q
  • once a message has been sent, it cannot be taken back. Even if someone tries to correct or clarify, the original message will have had some effect on the receiver, making communication.
A

Irreversible

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13
Q
  • communication is a two way process where both parties are simultaneously senders and receivers. Each person influences and is influenced by the others responses, creating a shared exchange that evolves in real time.
A

Transactional

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14
Q
  • communication adapts and Changes based on feedback, context and the relationship between communicators. The meaning of a message can shift as the situation or environment Changes.
A

Dynamic and Ever- Changing

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15
Q
  • is the backbone of agricultural extension as it ensures knowledge transfer, support innovation, and facilities collaboration, ultimatel leading to improve agricultural productivity, sustainability and rural development.
A

Communication

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16
Q

Importance of communication

A
  1. Dissemination of information
  2. Capacity building and skill development
  3. Problem solving and decision making
  4. Promotion of sustainable practices
  5. Facilitating behavioral change
  6. Creating linkages
  7. Building community and social cohesion
  8. Enhancing market access and knowledge
  9. Promoting health and nutrition
  10. Feedback and continuous improvement
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17
Q

communication ensure that relevant and timely information about modern farming techniques, new technologies, and scientific research is passed on to farmers.

A

Dissemination of information -

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18
Q

Dissemination of information

A
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19
Q
  • through communication agricultural extension officers can provide training and education to farmers helping them acquire the necessary skills and knowledge to apply innovation in their farming activities.
A

Capacity building and skill development

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20
Q

Capacity building and skill development

A

helping them acquire the necessary skills and knowledge to apply innovation in their farming activities-

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21
Q

communication facilitates two ways interaction between farmers and extension agents allowing farmers to express their challenges and get advice tailored to their specific needs.

A

Problem solving and decision making-

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22
Q

Problem solving and decision making

A

This helps in addressing local agricultural Problems and making informed decisions on Crop varieties,pest control, and market strategies-

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23
Q

agricultural extension communication often focuses on promoting sustainable farming practices that conserve resources such as water management, soil fertility improvement, and agroforestry.

A

Promotion of sustainable practices -

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24
Q

Promotion of sustainable practices

A

By effectively communicating these practices farmers are encouraged to adopt methods that protect the environment and ensure long term agricultural productivity-

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25
Q

communication is key in encouraging farmers to adopt new behavior, attitude, and approaches to farming.

A

Facilitating behavioral change -

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26
Q
  • Facilitating behavioral change
A

Through persuasive and educational campaigns extension Services can motivate farmers to shift from traditional less effective practices to more innovative and sustainable ones

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27
Q
  • communication serve as a bridge between farmers research institution and government bodies. It enables farmers to connect with agricultural researcher policymakers and input suppliers fostering collaboration and the exchange of valuable information that can improve farming systems.
A

Creating linkages

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28
Q

communication helps foster group discussion and knowledge sharing among farmers creating strong community network. Group communication such as farmers field school or cooperative meetings encourage farmers to learn from each other’s experiences collaborate on common challenges and promote collective action.

A

Building community and social cohesion-

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29
Q

agricultural extension communication provides farmers with information on market trends pricing and value chains.

A

Enhancing market access and knowledge-

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30
Q

Enhancing market access and knowledge

A

This help farmers make informed decisions about when and where to sell their products improving their income and livelihoods-

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31
Q

communication also play role in spreading information about nutrition food safety and healthy agricultural practices. It enables farmers to improve the quality of food they produce and consume contributing to overall community well being.

A

Promoting health and nutrition-

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32
Q

effective communication allows for the exchange of feedback between farmers and extension Service. Farmers can provide insight about the applicability of the advice given allowing extension agents to refine their strategies and offer more practical solution in the future.

A

Feedback and continuous improvement -

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33
Q

General Purpose of communication

A
  1. Information sharing
  2. Education
  3. Persuasion
  4. Building relationships
  5. Problem solving
  6. Expression of feelings
  7. Coordination and collaboration
  8. Feedback and Evaluation
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34
Q
  • to exchange information and knowledge between Individuals or groups
A

Information sharing

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35
Q
  • to educate and enhance understanding on specific topics enabling informed decisions making
A

Education

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36
Q
  • to influence or convince others to adopt new ideas behavior and actions.
A

Persuasion

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37
Q
  • to foster personal or professional relationship through dialogue trust and understanding
A

Building relationships

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38
Q
  • to collaboratively find solutions to issues or challenges through the exchange of ideas
A

Problem solving

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39
Q

to share emotion and thought helpings people connect on an emotional level

A

Expression of feelings-

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40
Q
  • to organize tasks and efforts between individuals or teams to achieve common goals
A

Coordination and collaboration

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41
Q
  • to provide feedback for continuous improvement or assessment of a process or performance
A

Feedback and Evaluation

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42
Q

Purpose communication in agricultural extension

A
  1. Knowledge transfer
  2. Capacity building
  3. Behavioral change
  4. Problem identification and resolution
  5. Enhancing market access
  6. Community mobilization
  7. Promoting innovation
  8. Feedback and continuous learning
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43
Q

to bridge the gap between scientific research and farmers by providing relevant information on modern agricultural practices and innovation

A

Knowledge transfer -

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44
Q

to educate farmers and rural communities on new techniques tools and sustainable farming methods that enhance productivity

A

Capacity building -

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45
Q

to encourage the adoption of better farming practices such as the use of improved seed fertilizer and sustainable agricultural practices

A

Behavioral change -

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46
Q
  • to facilitate two way communication where farmers can share their challenges and receive expert advice or solutions tailored to their specific agricultural needs
A

Problem identification and resolution

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47
Q
  • to inform farmers about market opportunities, pricing trends and supply chains information to help them make informed business decisions.
A

Enhancing market access

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48
Q

to bring together farmers and rural communities to collaborate on project share experiences, and promote group efforts like cooperative or farmer associations.

A

Community mobilization -

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49
Q

to motivate farmers to try new technologies or practices that can improve efficiency and yield while also addressing concerns or hesitation they may have.

A

Promoting innovation-

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50
Q
  • to collect feedback from farmers about the effectiveness of certain practices allowing for adaption and improvements of extension Service.
A

Feedback and continuous learning

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51
Q

Elements of communication

A
  1. Source
  2. Message
  3. Receiver
  4. Channel
  5. Response
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52
Q
  • the person who convey his thoughts message or ideas to the receiver.
A

Source

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53
Q

Elements of communication

A
  1. Source
  2. Message
  3. Receiver
  4. Channel
  5. Response
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54
Q
  • extension workers should have credibility, as this determine the acceptance or rejection of idea by the person or group with whom he communicate ;
A

Source

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55
Q

Characteristics of the source:

A

A. Homophily-
B. Credibility

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56
Q
  • it refers to the degree to which a receiver perceived the source as similar to him or her in certain attributes such as age, sex, language, regional background, beliefs, values, etc.
A

Homophily

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57
Q
  • refers to a receiver perception of the believability of the source in a particular situation
A

Credibility

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58
Q
  • is high or low according to the degree to which a source is considered by the receiver as believable in a given situation based on four dimensions.
A

Credibility

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59
Q

Dimensions of credibility

A

I. Character
II. Competence
III. Composure
IV. Dynamism

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60
Q
  • when a source is perceived as honest, trustworthy, friendly, reliable, peasant, warm,
A

Character

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61
Q
  • when a source is perceived as well- trained, competent, intelligent, experienced, witty, bright,
A

Competence

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62
Q
  • when a source is perceived in term of self confidence poise, dignity, level- headedness,
A

Composure

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63
Q
  • when a receiver rates a source in term of being bold, aggressive, extrovert
A

Dynamism

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64
Q
  • should contain the purpose or the specific outcome desired from the message whether it be change in behavior, change in knowledge, skills and attitude in the part of the learner.
A

Message

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65
Q

Message factors:

A

Code
Content
Treatment

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66
Q
  • symbols used in communicating; both sender and receiver should understand on order to communicate
A

Code

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67
Q
  • the idea or substance selected to express the purpose of the source for communicating
A

Content

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68
Q
  • the manner by which the materials are arranged in order to be meaningful to the receiver
A

Treatment

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69
Q

Categories of Non- Verbal communication

A
  1. Physical
  2. Aesthetic
  3. Sign
  4. Symbolic
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70
Q
  • the personal type of communication. Includes facial expressions, tone of voice, sense, of touch, sense of smell, and body motions.
A

Physical

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71
Q
  • the type of communication that takes place through creative expression: playing instrumental music, dancing, painting and sculpturing.
A

Aesthetic

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72
Q
  • the mechanical type of communication, which includes the use of signal flags, the 21- gun salute, horns, and sirens.
A

Sign

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73
Q
  • the type of communication that makes use of religious, status, or ego- building symbols.
A

Symbolic

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74
Q

the relationship between a word sign and an object or the sign object relationship.

A

Denotative or referential meaning-

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75
Q

meaning associated with the personal experiences of the person using the word.

A

Connotative meaning -

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76
Q
  • refer to the various methods available to any communicators to reach his audience with message.
A

Channel

77
Q

Mode of encoding or decoding so that a message can be:

A

Seen
Heard
Touched or felt
Smelled
Tasted

78
Q

Message vehicles in the form of :

A

Interpersonal channels
Mediated channels
Mass media channels
Folk media channels

79
Q

Interpersonal channels

A

*Gatekeeper
*Opinion -leader

80
Q
  • someone who controls the flow of information. Decide what information to transmit and to whom he will transmit it
A

Gatekeeper

81
Q

a person who is approached by others for advice on certain matters perceived as credible, influential, authoritative in the community.

A

Opinion -leader -

82
Q
  • the audience in extension education is composed of farmers, homemakers and youth. The message whose behavior the extension workers expect to change.
A

Receiver

83
Q

Receiver characteristics

A
  1. Psychological orientation
84
Q

Psychological factors that are salient to a receiver persuasibility

A

• Selective exposure
• Selective perception
• Selective remembering
• Selective acceptance

85
Q

receivers tend to expose her/himself only to information that agrees with or supports his/her existing behavior

A

Selective exposure -

86
Q

receivers tend to notice or assign meaning only to message that serve some immediate purpose, reinforced his or her mood, fits his/ her cognitive structure, are meaningful for him/her

A

Selective perception -

87
Q

receiver tend to learn or remember only information that supports or agrees with his /her attitudes, beliefs, behavior.

A

Selective retention -

88
Q

receivers tend to discuss only those information which might be of interest to them and to their listeners.

A

Selective discussion -

89
Q
  • information that is sent or fed back by the receiver intentionally or unintentionally to the source
A

Feedback

90
Q

Types of response

A

• Cognitive effect
• Neutralization
• Boomerang effect
• Conservation

91
Q
  • knowledge, awareness thought and skills
A

Cognitive effect

92
Q
  • shifting of an existing attitude to the neutral zone
A

Neutralization

93
Q
  • a shift opposite to that direction that is intended
A

Boomerang effect

94
Q
  • maintenance of existing attitude
A

Conservation

95
Q

Type of communication

A

• Verbal
• Non-Verbal
• Formal
• Informal

96
Q
  • spoken words, eg. Training session
A

Verbal

97
Q

body language, visual aids

A

Non- Verbal:

98
Q
  • structured communication, e.g. official reports
A

Formal

99
Q
  • casual interaction, e.g. conversation during field visit
A

Informal

100
Q

Verbal communication

A

• Written communication
• oral communication
• visual communication
• audio visual communication

101
Q

Non-Verbal communication

A

• Facial expressions
• gestures
• movements
• Eye contact
• Nodding the Head
• Physical appearance

102
Q

Four types of directions of formal communication

A
  1. Downward communication
  2. Upward communication
  3. Horizontal communication
  4. Diagonal communication
103
Q

Level of communication

A
  • Intrapersonal
  • Interpersonal
  • Group
  • Mass communication
104
Q
  • Self reflection
A

Intrapersonal

105
Q
  • one on one interaction, e.g. extension officer advising a farmers.
A

Interpersonal

106
Q
  • small group discussion e.g. farmer field school
A

Group

107
Q

reaching a large audience e.g. radio program on DY BB L Aksyon radyo in Tacloban

A

Mass communication -

108
Q
  • refer to the steps involved in conveying a message from a sender to a receiver.
A

Communication process

109
Q

The communication process

A

Sender
Encoder
Message
Decoding
Receiver

110
Q

The communication process

A

Sender
Encoder
Message
Decoding
Receiver

111
Q

represent communication process that occur as a source drafts message based on one’s communication skills , attitudes, knowledge, and social and cultural system .

A

Berlo model-

112
Q

-These messages are transmitted along which can include sigth, hearing, touch smell, and taste.

A

Channels

113
Q
  • interpret messages based on the individual communication skills attitudes knowledge and social and cultural system.
A

Receiver

114
Q

the limited of the model are

A

Lack of feedback

115
Q

that are concerned with media’s impact on culture and society .

A

Macroscopic theory -

116
Q

Theory of mass communication have always focused on the -

A

cause and effect

117
Q

have succinctly express this idea.

A

Harold Lasswell-

118
Q

6 elements of communication

A
  1. Source
  2. Encoder
  3. Channel
  4. Message
  5. Decoder
  6. Receiver
119
Q
  • this model is often referred to as an of communication
A

Information model

120
Q
  • indicate those factors that disturb or otherwise influence messages as they are being transmitted.
A

Noise

121
Q
  • is crucial in agricultural extension to ensure that information is effectively conveyed and understood by farmers.
A

Effective communication

122
Q

Sender- related factors:

A
  1. Knowledge and expertise
  2. Communication skills
  3. Credibility and trustworthiness
  4. Cultural sensitivity
123
Q

the extension worker should have a deep understanding of agricultural practices, research and technologies.

A

Knowledge and expertise-

124
Q

effective communication involves clear articulation, active listening and the ability to adapt to different audiences

A

Communication skills -

125
Q

the extension workers should be perceived as reliable and trustworthy farmers

A

Credibility and trustworthiness -

126
Q

understanding and respecting the cultural Nuances of the target audience is essential.

A

Cultural sensitivity -

127
Q

Message - Related factors:

A
  1. Relevance
  2. Clarity and simplicity
  3. Timelines
  4. Visual aids
128
Q
  • the information should be directly relevant to the needs and interests of the farmers
A

Relevance

129
Q

the message should be presented in a clear and understandable manner avoiding technical jargon.

A

Clarity and simplicity-

130
Q
  • information should be provided at the right time to be effective.
A

Timelines

131
Q

using visual aids like images, diagram and videos can enhance understanding.

A

Visual aids -

132
Q

using visual aids like images, diagram and videos can enhance understanding.

A

Visual aids -

133
Q

Channel - Related factors:

A
  1. Appropriate channel
  2. Accessibility
  3. Feedback mechanism
134
Q
  • the choice of channel ( face to face, phone, social media) should depends on the target audience and the nature of the message
A

Appropriate channel

135
Q
  • the choice of channel ( face to face, phone, social media) should depends on the target audience and the nature of the message
A

Appropriate channel

136
Q
  • the channel should be accessible to the intended recipient
A

Accessibility

137
Q

providing opportunities for feedback allows for clarification and improvements.

A

Feedback mechanism -

138
Q

Receiver - Related factors:

A
  1. Knowledge level
  2. Motivation
  3. Perception
139
Q

the extension workers should tailored the message to the knowledge level of the audience

A

Knowledge level-

140
Q
  • understanding the farmers motivation for adopting new practices can help make the message more compelling
A

Motivation

141
Q
  • the receiver perception of the information and the messenger can influence how the message is received.
A

Perception

142
Q

Context- related factors:

A
  1. Cultural context
  2. Socioeconomic factors
  3. Environmental factors
143
Q
  • considering the cultural norms and values of the target audience is essential
A

Cultural context

144
Q
  • economic circumstances and social status can influence how information is received and understood
A

Socioeconomic factors

145
Q

factors such as Weather conditions and access to resources can impact the relevance and of the message.

A

Environmental factors -

146
Q

meaning of words and sentences. The problems and obstructions in the process of encoding and decoding message into words or impression.

A

Semantic barriers-

147
Q

Types of semantic barriers:

A
  1. Badly expressed message
  2. Symbols with different meanings
  3. Faulty translation
  4. Unclarified assumptions
  5. Technical jargon
  6. Body language and gesture decoding
148
Q
  • when a message lacks clarity and precision
A

Badly expressed message

149
Q

the same words may carry different meanings to different people and can convey different meanings under different situations

A

Symbols with different meanings -

150
Q

sometimes, people do not understand the language in which a message is given by the sender.

A

Faulty translation -

151
Q
  • the receiver may have different assumptions if the sender does not clarify the assumption about the message
A

Unclarified assumptions

152
Q

used by many experts and Specialist to communicate messages.

A

Technical jargon -

153
Q

non verbal or gesture communication is also effective means of communication.

A

Body language and gesture decoding -

154
Q

arise on the account of emotional and psychological status of the sender and receiver of the message.

A

Psychological barriers-

155
Q

Psychological barriers factors:

A
  1. Premature evaluation
  2. Lack of attention
  3. Loss by transmission and poor retention
  4. Distrust
156
Q

the tendency of forming a judgment before listening to the entire message is known as premature evaluation

A

Premature evaluation -

157
Q

communication can be less effective And the message can be misunderstood If proper attention is not given to it .

A

Lack of attention -

158
Q

transmission of inaccurate information when communication passes through various levels or channels in the organization.

A

Loss by transmission and poor retention -

159
Q
  • lack of Mutual trust between the sender and the receiver also acts as a barrier to communication.
A

Distrust

160
Q
  • in an organization, communication has to pass through various levels and channels hence it may not reach the same place as it was sent by the sender.
A

Organizational barrier

161
Q

Organizational barrier factors:

A
  1. Organizational policy
  2. Rules and regulations
  3. Status
  4. Complexity in organization structure
  5. Organizational facilities
162
Q

the communication process is hampered if the policy is not supportive of the free flow of communication exam. Centralized program

A

Organizational policy -

163
Q

the process of communication is affected by rigid and cumbersome rules and regulations.

A

Rules and regulations -

164
Q
  • psychological distance is created between superior and subordinate because of status.
A

Status

165
Q

organization structure can also act as a barrier to communication

A

Complexity in organization structure -

166
Q

if facilities like frequent meetings, conferences suggestions, boxes, complaint boxes, etc

A

Organizational facilities -

167
Q

Personal barriers factors:

A
  1. Fear of challenge to authority
  2. Lack of confidence of superior on his subordinates
  3. Unwillingness to communicate
  4. Lack of incentives
168
Q
  • if a superior fear that a particular communication can hamper his authority, then he may withhold such communication, as he always wants to maintain a higher position and prestige in the organization
A

Fear of challenge to authority

169
Q
  • when superior do not have faith trust or confidence on the competence of their subordinates then communication is said to be hampered.
A

Lack of confidence of superior on his subordinates

170
Q

Measures to improve communication effectiveness

A
  1. Ensure proper feedback
  2. Communicate for present as well as future
  3. Follow up communication
  4. Be a good listener
  5. Strategic use of grapevine
  6. Timeliness
171
Q

feedback enable the communicator to know whether the receiver has properly received the message or not

A

Ensure proper feedback -

172
Q
  • in order to achieve effective communication must meet the present and future needs.
A

Communicate for present as well as future

173
Q

should be done to remove any hurdles or misunderstanding of the receiver

A

Follow up communication -

174
Q

-the extensionist should carefully, patiently and attentively listen to the message conveyed to him

A

Be a good listener

175
Q

a manager should strategically use grapevine communication along with formal communication to achieve organizational objectives

A

Strategic use of grapevine-

176
Q
  • the message should reach the receiver at the right time when it is needed.
A

Timeliness

177
Q
  • in agricultural extension each with its unique approach to disseminating agricultural knowledge, innovation and technologies to farmers and agricultural stakeholders
A

Model of technology transfer

178
Q
  • technology transfer is a top down approach where new technologies or innovation are developed by researchers and then passed on to extension agent who subsequently transfer this knowledge to farmers.
A

Linear Model

179
Q

Types of linear Model

A
  1. Process
  2. Advantages
  3. Limitations
180
Q
  • Popularized by Everett Rogers, explains how, why, and what rate new ideas and technologies spread within a community or population.
A

Diffusion of Innovations Model

181
Q

The Model classifies farmers into five categories based on how quickly they adopt new technologies:

A
  1. Innovators
  2. Early adopters
  3. Early majority
  4. Late majority
  5. Laggards
182
Q

involved regularly scheduled visit from extension workers to farmers coupled with ongoing training.

A

Training and Visit ( T&V) Model -

183
Q
  • is a participatory approach to technology transfer that emphasizes experiential learning and group- based training.
A

Farmer field school (FFS) Model

184
Q

emphasize the integration of knowledge between different actors in agriculture, such as farmers researchers extension workers and agribusiness.

A

Agricultural knowledge and information systems (AKIS) Model-

185
Q

Is based on the idea that farmers are co researchers in the development of new technologies.

A

Participatory Technology Development (PTD) Model-

186
Q

aim to address to complex challenges of agricultural development through an integrated approach that involves research, extension, policy and market components.

A

Integrated agricultural research for Development (IAR4D) Model-

187
Q

focuses on the entire agricultural value chain from production to processing marketing and distribution.

A

Value chain Extension model-

188
Q

integrates market demands into the extension process. This model focuses on improving farmers market access by ensuring that technologies and innovation are aligned with market needs and consumer preferences.

A

Market Led Extension (MLE)Model-

189
Q

leverage digital tools such as mobile phones internet platforms and social media to transfer agricultural technologies.

A

Information and communication Technology (ICT) Model-

Introduction to Agricultural Extension (2 decks)

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