University of Vermont

Burlington, Vermont

The Women's Agricultural Network (WagN) is a collaborative effort of the University of Vermont (UVM) Extension System, the Women' Small Business Program of Trinity College, and the UVM Center for Sustainable Agriculture. Our mission is to provide education and technical assistance to women exploring farm start ups or expansions. Funding for the Women's Agricultural Network is provided by USDA Farm Service Agency through the Outreach and Assistance Grants for Socially Disadvantaged Farmers and Ranchers (Small Farmer Outreach Training and Technical Assistance Program).

Based on a year of program planning and first year program delivery results, we have identified four major levels of need that women pass through in the development of their new farm businesses. These stages range from self-assessment to long-range planning. In order to truly support these entrepre-neurs it is necessary to provide the appropriate information at each point along the continuum and to develop teaching strategies for each of these stages. The result of this needs-appropriate education is that participants have the opportunity to develop effective decision-making skills that will help promote successful business enterprises.

The focus question of this stage is, "What do I really want?" At the heart of this stage is a personal assessment of values, skills, resources, talent and interests. Throughout this stage the individual is developing a strong sense of self that will be critical in the goal development stage. Having a coach to guide the individuals through this stage is important. One very successful methodology for this self-assessment is the facilitated small group. Trained facilitators are essential, however, and group size should be limited to no more than 15 (ideal size appears to be 8-10).

Challenges for the beginning entrepreneur include: learning to rechannel the initial degree of urgency

("I need to do this right now!") into planning and research; learning to share ideas in a positive, open style; and keeping the focus on the individual(s) rather than on the business. Challenges for the educator/coach include: being good facilitators; learning to coach effectively; and learning not to overload individuals with too much "expert" advice and information.

The focus question of this stage is, "What does success mean to me?" A comprehensive goal statement is the desired outcome at this stage. Good results have been achieved by using the Holistic Management model combined with some basic communication and consensus building. Needs are diverse at this stage. Participants need to learn how to write a goal, the purpose of a goal, and how to use a goal in making decisions. Technical information needs include: resource evaluation; market research; production and business management; and financial projections. There is also a tremendous need to understand who the various resources are, what service(s) they provide, and how to gain access to them.

Challenges for the entrepreneurs include: lack of "buy-in" on the part of family and friends; keeping the focus on the goal rather than on the details; learning to cope with conflicting information; confusion regarding agency roles, regulatory requirements, and available resources; and information overload. Challenges for the educator/coach include: providing education on complex subjects in a user-friendly style; including farmers that represent the audience in the process; and understanding and honoring the cultural and gender differences in learning styles.

The focus question for this stage is: "How can I achieve my goal?" The conclusion of this stage is the completion of a business plan that accurately reflects the values and goal of the owner(s), is viable from a financial and production standpoint, and fits comfortably into the community environment. Needs at this stage include guidance on the technical aspects of writing a business plan; accurate production estimates; one-on-one counseling; and critiques of the plan's content. It is also beneficial to the entrepreneur to receive some coaching on effective presentation skills.

Challenges for the entrepreneur include: lack of good information in "non-traditional" production areas; making accurate projections; finding the time to do the research, writing and revision; and working out details without losing sight of the goal. Challenges for the educator/coach include: finding the necessary resources to provide individual technical assistance; establishing teams of knowledgeable, experienced individuals to critique business plans and conduct mock interviews; coaching the entrepreneur through the process without taking over the process; learning to criticize constructively; being open to some very innovative, non-traditional ideas; and letting the entrepreneur determine their own risk level.

The focus question of this stage is, "Am I on the right track?" The final stage in this continuum is the implementation of the business plan. It is a skill building stage where subject specific workshops, conferences, journals and technology all become meaningful and useful. At this stage the participant is encouraged to become more integrated into established networks. Participants should be taking leadership roles. Needs at this stage include skill building and long-range planning. The development of "what-if" models are valuable in selecting from alternative methods. This is also the stage when leadership skills should be encouraged and when the transition from student to teacher begins. Individuals need encouragement when reality does not meet the expectations of the plan. Technical assistance becomes increasingly important in the first years of the business. Information needs become more sophisticated.

Challenges for the entrepreneur include: inadequate resources; failure to plan for the right contingencies; inexperience; lack of mentors and role models; and difficulty in separating problems from symptoms. Challenges for the educator/coach include: providing the right level of technical assistance; building networks of mentors and role models; encouraging entrepreneurs to assume leadership roles; facilitating farmer discussion groups; finding resources to support on-going research and education; and continuing to evaluate and adjust programs to meet the needs of beginning farmers.

References

Rowe, B. R., Owen, A. J., & Heck, R. K. Z. (Eds.). (1995) Home-Based Employment and Family Life. Auburn House, Westport, CT.

U. S. Bureau of the Census. (1990c). Residents of farms and rural areas: 1989 (Current Population Reports, Series P-20, No. 446). Washington, DC: U. S. Government Printing Office.

University of Vermont Center for Sustainable Agriculture, 590 Main Street, UVM, Burlington, VT 05405. Contact: Kate Duesterberg, Center Coordinator, Telephone: 802-656-0037; e-mail: kduester@zoo.uvm.edu

University of Vermont Extension System, 590 Main Street, UVM, Burlington, VT 05405. Contact: Lois Frey, Chair, Telephone: 802-223-2389; e-mail: lfrey@zoo.uvm.edu

Women's Agricultural Network Collaborators:

Women's Small Business Program, Trinity College of Vermont. 208 Colchester Avenue, Burlington, VT 05401.

Contact: Roz Grossman, Program Coordinator, Telephone: 802-658-0337, ext 363; e-mail: grossman@charity.trinityvt.edu

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