Abstract:

In the Global South (Africa, Asia, Latin America/Caribbean, and Oceania), non-state actors such as nongovernmental organizations (NGOs), have promoted agroforestry (i.e., integration of trees with crops and/or livestock) to smallholder farmers because agroforestry alleviates poverty, increases food security, and addresses deforestation (Bettles et al., 2021; Nair, 2007). Effective agroforestry programs require competent NGO agroforestry staff (Flanagan et al., 2023). Organizational competency models can improve staff’s capacities to better serve their communities (Liles & Mustian, 2004). This study developed and validated a competency model for agroforestry extension staff affiliated with the NGO Plant with Purpose (PWP). Qualitative action research methods with participant engagement (Merriam & Tisdell, 2015) were used. A purposive sample of PWP senior personnel, country program managers, and field staff made up the respondent group. Ten PWP focus groups (Rothwell & Lindholm, 1999) provided data collection in three phases; Phase 1 included five PWP senior personnel who ranked agroforestry extension knowledge, skills, and ability (KSAs; Flanagan, 2023) items, based on their importance to PWP’s work. Phase 2 was with six PWP focus groups (33 staff in six countries). Participants reviewed high-priority KSAs selected by senior personnel. Core competencies and definitions emerged during interviews (Merriam & Tisdell, 2015). In Phase 3, a competency model was developed with PWP extension staff focus groups (42 staff across three regions).

Thiry-two agroforestry extension KSAs were categorized into seven core competencies:
(a) trees,
(b) agriculture,
(c) agroforestry,
(d) culture,
(e) teaching and facilitation,
(f) communication, and
(g) teamwork and leadership.

The PWP Agroforestry Extension Competency Model prioritized competencies as technical and human development capacities required by PWP agroforestry extension staff, which confirmed earlier work (Davis & Sulaiman, 2014). More research on agroforestry extension staff development is needed (Flanagan et al., 2023), especially among extension staff working directly with smallholders in the Global South. We need to investigate smallholders’ perspectives of high-performing agroforestry extension staff. Smallholder farmers might view agroforestry KSAs differently than PWP staff did, which may help us determine applicability of specific agroforestry KSAs in the Global South and beyond. Developing a competency model is not the end goal for an organization. The next step includes integrating the model into staff development (Epley et al., 2017). Other outcomes include developing checklists to gauge candidates’ applications and interview responses when considering new agroforestry extension staff hires, or to conduct annual staff performance reviews. The competency model can be used to conduct needs assessments for technical training programs and then as a guide to design staff development programs. Additional development of the Agroforestry Extension Competency Model should include determining specific mastery levels such as novice, specialist, and expert. Such efforts could lead to developing professional development and/or technical training programs that are highly specific and tailored to staff needs. Organizations experiencing limited funding for technical training will benefit most from targeted, specific, and tailored staff development programs.

Keywords:

Agroforestry, knowledge, skills, abilities, staff development.