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The Importance of Communication Skills to Independent Crop Consultants University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Doctoral Documents from Doctor of Plant Health Program Plant Health Program, Doctor of Summer 7-2021 The Importance of Communication Skills to Independent Crop Consultants Lindsay Overmyer University of Nebraska-Lincoln, [email protected] Follow this and additional works at: https://digitalcommons.unl.edu/planthealthdoc Part of the Agricultural Education Commons, Agronomy and Crop Sciences Commons, Interpersonal and Small Group Communication Commons, Plant Pathology Commons, and the Weed Science Commons Overmyer, Lindsay, "The Importance of Communication Skills to Independent Crop Consultants" (2021). Doctoral Documents from Doctor of Plant Health Program. 17. https://digitalcommons.unl.edu/planthealthdoc/17 This Doctoral Document is brought to you for free and open access by the Plant Health Program, Doctor of at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Doctoral Documents from Doctor of Plant Health Program by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. THE IMPORTANCE OF COMMUNICATION SKILLS TO INDEPENDENT CROP CONSULTANTS by Lindsay M. Overmyer A Doctoral Document Presented to the Faculty of The Graduate College at the University of Nebraska In Partial Fulfilment of Requirements For the Degree of Doctor of Plant Health Major: Plant Health Under the Supervision of Professor Gary L. Hein Lincoln, Nebraska August, 2021 THE IMPORTANCE OF COMMUNICATION SKILLS TO INDEPENDENT CROP CONSULTANTS Lindsay M. Overmyer, DPH University of Nebraska, 2021 Advisor: Gary L. Hein Independent crop consulting companies provide services to farmers by scouting (i.e., collecting field observations of plants and pests) and developing management recommendations for individual fields. In production agriculture, independent crop consultants (ICCs) are professionals who are independent of product sales. They are knowledgeable in many disciplines including plant pathology, entomology, weed science, plant science, economics, water management, and soil science. However, ICCs must also have extensive communication skills to communicate to their audience of field scout(s), farmers, industry professionals, and government officials. The goal of this document is to examine how ICCs use their communication skills and how they can refine and strengthen their communication skills. Communication is an important life skill, involving knowledge or information transfer to produce an outcome. Communication concepts and models can be applied to interpersonal communication between ICCs and their audience (Chapter 1). Communication between the field scout and ICC primarily occurs during the field training process for the scout. Educational methods of experiential learning and scaffolding can be applied to this field training process (Chapter 2). Interviews with farmers explored the motivations and values of farmers that aid the ICC in communicating management recommendations to farmers (Chapter 3). These interviews emphasized farmers have individual goals, motivations, values, and communication styles, in which an ICC must adapt to develop a trusting relationship. Independent crop consultants are also instrumental in the agricultural social system by bridging knowledge transfer between farmers, industry professionals, and government officials (Chapter 4). i ACKNOWLEDGMENTS First, I would like to thank my committee members Drs. Robert Wright, Tamra Jackson-Ziems, and Gary Hein. Thank you for providing support through this program and providing feedback on this document. Dr. Hein, thank you for seeing the potential in me and encouraging me to join the program in 2017. I would also like to thank Kelly White, administrative assistant of the DPH program who has been so helpful in helping me put words on the page of this document. The Doctor of Plant Health (DPH) Program would not exist without the collaboration among the Departments of Entomology, Plant Pathology, Agronomy, and Horticulture. Through my time here, I have enjoyed learning from experts and fellow graduate students in these departments. The integration of these disciplines is critical to learn and think systemically for management approaches. Current DPH students and alumni have been instrumental in my understanding of class concepts; from our whiteboard brainstorming sessions, “debrief” sessions, to learning about agriculture and horticulture across the nation. I truly appreciate the support and conversations with current DPH students and alumni. Our supportive nature in the DPH office has allowed me to blossom into the agricultural professional I am today. I want to thank Catlin Goodwin for introducing me to Morgan MathisonSlee, a Ph.D. candidate in the Department of Community Sustainability at Michigan State University. Collaborating with Morgan on chapter 3 was a very valuable experience on learning how to conduct social science research and analyze qualitative data. Catlin, thank you for providing your social science and educational background which also has aided me in the direction of this document. ii I want to thank my family for their continuous support throughout this process, especially my parents, Alan and Jude, and my brother Austin Overmyer. It has been challenging to be away from the farm but thank you for encouraging me to pursue my passion for learning more about agriculture. To all, thank you for your provoking thoughts, challenging my thoughts, and inspiring the words and thoughts in this document. Lastly, those who have said not to quit even when challenges arose – thank you! To future DPH students reading this do not quit. Keep going, reach out if you need someone to talk to. iii TABLE OF CONTENTS LIST OF TABLES .......................................................................................................... vi LIST OF FIGURES ....................................................................................................... vii CHAPTER 1: THE PROCESS OF COMMUNICATION AS IT APPLIES TO INDEPENDENT CROP CONSULTANTS ........................................................ 1 Introduction ..................................................................................................................... 1 Communication Levels ................................................................................................... 4 General Communication Models .................................................................................... 7 Defining the Audience .................................................................................................. 11 Message Creation .......................................................................................................... 11 Message Framing .......................................................................................................... 16 Specialized Communication Model .............................................................................. 17 Theory of Planned Behavior ......................................................................................... 30 Conclusion..................................................................................................................... 33 Literature Cited ............................................................................................................. 35 CHAPTER 2: INDEPENDENT CROP CONSULTANTS TRAINING THE FIELD SCOUT USING EXPERIENTIAL LEARNING AND SCAFFOLDING ........ 39 Introduction ................................................................................................................... 39 Experiential Learning .................................................................................................... 40 Scaffolding .................................................................................................................... 42 iv Field Training Using Experiential Learning and Scaffolding ....................................... 44 Applying Experiential Learning to Field Scenarios ...................................................... 92 Conclusion..................................................................................................................... 95 Literature Cited ............................................................................................................. 96 CHAPTER 3: USING FARMERS’ MOTIVATIONS AND VALUES TO COMMUNICATE MANAGEMENT PRACTICES ....................................... 107 Introduction ................................................................................................................. 107 Theoretical Framework ............................................................................................... 109 Purpose and Objectives ............................................................................................... 111 Methodology ............................................................................................................... 111 Findings ....................................................................................................................... 116 Discussion ................................................................................................................... 131 Literature Cited ........................................................................................................... 137 CHAPTER 4: THE INDEPENDENT CROP CONSULTANT’S ROLE IN BRIDGING COMMUNICATION ACROSS THE SOCIAL SYSTEM ............................. 140 Introduction
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